5
TEACHER’S GUIDE
JENNI SANTAMARIA
with Tamara Jones (More to Say...)
Anna Krulatz (Real-World English Strategies)
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isbn: 978 0 19 451118 6 Wide Angle American 5 Teacher’s Guide
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acknowledgments
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CONTENTS
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Unit 1 Values. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Teaching Notes
Unit 1 Review
Unit 2
Memory.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Teaching Notes
Unit 2 Review
Unit 3
Discoveries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Teaching Notes
Unit 3 Review
Unit 4
Privacy.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Teaching Notes
Unit 4 Review
Unit 5
Alternatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Teaching Notes
Unit 5 Review
Unit 6
Fun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Teaching Notes
Unit 6 Review
Unit 7
Solutions.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Teaching Notes
Unit 7 Review
Unit 8 Words.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Teaching Notes
Unit 8 Review
Unit 9
Investment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Teaching Notes
Unit 9 Review
Unit 10 Theories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Teaching Notes
Unit 10 Review
Unit 11
Lifestyle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Teaching Notes
Unit 11 Review
Unit 12
Character. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Teaching Notes
Unit 12 Review
© Copyright Oxford University Press
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Introduction
Welcome to the Wide Angle Teacher’s Guide
Wide Angle is a six-level American English course that builds your adult students’
English language ability and empowers them to communicate in the real world.
Each level contains 80-120 hours of classroom material, both physical and digital,
to engage your students in authentic English communication. In addition to the
Student Book, Wide Angle offers a collection of supporting materials, including
the Teacher’s Guide, student Online Practice, Teacher’s Resource Center, student
Workbook, the Classroom Presentation Tool, and student ebook.
The Teacher’s Guide is designed to support teachers in delivering the content of
Wide Angle in an exciting, engaging manner. The Teacher’s Guide features stepby-step task instructions, teaching tips, and answer keys for every activity within
a lesson, ensuring a high level of student comprehension, engagement, and
confidence. New and veteran teachers alike will appreciate detailed notes on
potentially challenging vocabulary, creative extra practice activities, and support for
teaching specific skills and language points.
How to use the Teacher’s Guide
Wide Angle Teacher’s Guide
Unit Overview
Introduction to the unit
The title of this unit – Interactions – summarizes the main
themes: verbal and non-verbal communication in formal
and informal social interactions. These main themes
are evident in the visuals throughout the unit, which
show people communicating in many forms: verbal,
visual, and physical (using body language for non-verbal
communication).
In Lesson 1.1, the theme of interaction is reflected
in the topic of co-shared working environments and
subsequent discussions activities. Lesson 1.2, focuses on
facial expressions and body language which demonstrate
the theme of non-verbal communication. In Lesson 1.3,
students learn to write emails using informal expressions
inviting friends to social engagements. In Lesson 1.4, the
theme of interaction is reflected in the unit videos, which
show people starting and ending conversations in formal
and informal situations. Finally, in Lesson 1.5 students
showcase the theme of interaction by listening to and
engaging in small talk.
Lessons
1.1 The New Office
Listening Skill Guessing meaning from context
Grammar in Context Simple present and present
continuous
• Use phrasal verbs (Oxford 3000)
• Listen to information and apply it to various contexts
• Identify difference in usage and form between simple
present and present continuous
• Discuss whether technology keeps people apart or bring
them together
1.2 Talking Without Words
Reading Skill Skimming
Grammar in Context Questions forms: Do, did, and be
• Use vocabulary related to non-verbal communication and
emotions (Oxford 3000)
• Practice skimming a text for the main idea
• Construct questions with do, did and be
• Discuss whether gestures or facial expressions are more
important in communicating meaning
Unit 1 Interactions
1.3 Making Connections
Grammar in Context Tag questions in the present tenses:
Be and do
Vocabulary Development Adverbs of manner
Writing Skill Using informal expressions in emails
• Use vocabulary related to friendship
• Construct tag questions with be and do
• Practice forming and using adverbs of manner
(Oxford 3000)
• Write informal emails
1.4 Hello and Goodbye
Real-World English Starting and ending a conversation
• Analyze the way people start and end conversations
• Recognize the differences between formal and informal
greetings and closings to a conversation
• Role-play conversations saying hello and goodbye
1.5 Making Small Talk
Speaking Showing interest
Pronunciation Skill Using intonation to show interest
• Understand different topics used in small talk
• Practice using intonation to show interest
• Act out a scenario, making small talk at a party
Resources
Class Audio CD 1, Tracks 2–7
Workbook Unit 1, pages 1–7
Oxford Readers Correlations
Virtual Friends (9780194245746)
Teacher’s Resource Center
Assessments: Entry test, Unit test
English For Real video
Grammar focus
Grammar PPTs
Grammar Worksheets
Oxford Reference Worksheets: upper/lower
Vocabulary cards
Newslea articles
Word list
Level 3 Teacher’s Guide
© Oxford University Press
1
Unit Overview
The gray Introduction to the unit box provides a helpful snapshot of the activities
in each lesson, and describes how these activities relate to the theme. The Lessons
section is a brief overview of the five lessons and the goals within each unit.
Specific skills, as well as main lesson objectives, are listed for each lesson. At the
bottom of the page is the Resources box, a comprehensive list of all supplemental
materials available for each unit in the online Teacher’s Resource Center.
Unit Opener
Instructions for the Unit Opener begin with a helpful description and explanation
of the Blink photograph for the unit. This section contains interesting background
information on the photographer and the video script for the Unit Opener video,
which features a personal interview with the Blink photographer. This background
information can be used to guide students as they describe and discuss the unit
photograph. The Real-World Goal section explains the unit’s anticipated learning
outcome based on what students will learn in the upcoming lessons.
Lessons
The Teacher’s Guide offers step-by-step instructions to successfully teach every
activity within the Student Book. The Teacher’s Guide instructions demonstrate
how teachers can bring the content of Wide Angle to life, with options for
introducing new material and vocabulary, additional background information,
sample sentences, teaching tips, and optional extensions. The first three lessons in
each unit focus on reading, writing, and listening in varying order. English For Real,
which practices pragmatics and intercultural communication skills, is the fourth
lesson, and speaking is the fifth lesson. Pronunciation, grammar, and vocabulary
are introduced contextually throughout each unit. Reading, writing, and listening
lessons should take 1.5 to 2 hours of classroom time to complete, and English For
Real and speaking lessons are designed to be one hour each.
Unit Opener
Student Book page 3
The unit opener photo shows three people in a gallery
space. One of them is a guard on duty; the other two are a
man and a woman admiring the art.
The photograph relates to the unit theme and subsequent
exercises because it focuses on non-verbal communication.
For example, we can see from the body language that the
man in the suit is a museum guard; his stance demonstrates
that he is serious and professional. The woman and the man
are engaging with the art, receiving “messages” from the
artists’ works.
Photographer
Edu Bayer
Edu Bayer is a New York-based award-winning
documentary photographer. With more than 10 years of
experience in several countries, he has worked for most
leading international outlets like The New York Times,
National Geographic, Time, The New Yorker, The Wall Street
Journal, Newsweek, Aljazeera, El País Semanal, Foreign Policy,
Le Monde and The Guardian, among others. He is the
recipient of accolades such as Picture of The Year, Pulitzer
Prize Finalist and Arts for Social Improvement La Caixa.
Edu recently published the books Microcatalalunya about
rural life, and Els fets de l’1 d’Octubre (the events of October
1st) about the independence struggle in Catalonia. He
has shown his photography in exhibits in New York, Berlin,
Budapest, Havana, Hong Kong, Valparaiso and Barcelona.
Born in Barcelona, Edu graduated there in Chemical
Engineering and also holds a Master’s degree from the
Danish School of Media and Journalism.
Unit Snapshot
1 These three questions have been written to get the
students’ attention and encourage them to read on.
Answers may be found on the page numbers provided, but
there is no right or wrong answer. Use the opportunity to
have students predict what they will be learning in this unit.
2 For question 1, check students’ understanding of ping
pong through gestures and have them guess what type
of problems sports could solve. For question 2, ask if
students can tell when someone is smiling for real. For
question 3, give students examples of types of friends
from your own life, e.g. teacher friends, family friends, etc.
Answers
Students’ answers will vary. Sample answers include:
1 It helps you stop thinking.
2 A person’s eyes can tell you if a smile is real or fake.
3 I have many types of friends: old friends, new friends, close
friends, mutual friends, and family friends.
Discussion Questions
1 Ask students to describe the image, providing words to
help them as necessary, for example, gallery, guard, on
duty, painting, art piece. Now, ask specific questions about
the picture and elicit students’ ideas: Where are the people
in the photo? What are they doing? Are they communicating?
Do they know each other? How is the man in the forefront
different? What is his job?
© Oxford University Press
2 After the questions about how they interact with each
other and/or the art, add also a few general questions:
Do you like going to museums? Why or why not? How often
do you go to museums?
3 Direct students attention to the questions below the
photo. Put students in pairs to discuss them.
4 Optionally, before asking students to answer the
discussion questions, show the photographer video
where Edu Bayer answers these questions from his
perspective. Play the video for students as many times
as needed to check comprehension and discuss any
vocabulary items.
Answers
Students’ answers will vary. Sample answers include:
1 Artists communicate their ideas through the use of shapes
and colors in their work.
2 I think I’m a “people person” because I don’t really like to be
on my own. I like to spend time with my friends and family, of
course. I get bored when I don’t have anyone to talk to!
3 I guess it’s very important because I use my cell phone all the
time to talk with family and friends or send texts. I also have a
tablet that I use for Facebook. I enjoy watching movies on TV
with friends, and that’s technology and it’s social too!
r Video Script
I took this photo at the Museum of Modern Art in New
York City. This photo is of the first visitors to see the work of
Torres-Garcia, a Uruguayan-Catalan artist. A security guard
stands while two people observe the art works. People want
to understand and want to be moved by the art works so, I
was trying to capture this deep, intimate interaction.
Of course! Art is terrific for communicating all sorts of
messages. My favorite art has a deep range of ideas, or
new ways of looking at things. Art tells not only ideas, but
emotions and feelings. Art should create reflection and
conversation, I believe.
I am starting to think that technology has a negative effect
on interaction. In societies with the most technology, there’s
this feeling of both isolation and false connection. So, maybe
we’ll have to stop using electronic devices so much and start
looking at each other to communicate.
Exercise 1
1 Pre-teach the words social networking site, forum, blog,
face-to face, and gaming by using examples, synonyms,
brief definitions and gestures, as appropriate for each, and
asking if any students can call out the terms before you
tell them.
2 Have students look at the list and choose their top
five preferred modes of communication. Have them
share with small groups and explain the reasons why.
Alternatively, you can make a survey handout with the
same choices and have students interview one another
in a class mixer activity. Then identify the top five choices
for the whole class and have a class discussion of the
reasons why.
Level 3 Teacher’s Guide
2
Answer keys are provided, as well as possible student responses to open-ended
questions. All audio and video scripts are listed after activity instructions and
answer keys.
iv
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Specific Skill Support
Step-by-step instructions are provided for the reading, writing, listening, and
pronunciation skills practiced in each unit. Guidance is also provided for Grammar
in Context, speaking activities, and Oxford 3000 / 5000 vocabulary content. The
Teacher’s Guide also connects to the related Grammar focus reference page in the
Student Book, where more explanations and examples can be found.
Extra Practice activities provide a fun and exciting way for students to practice
a specific skill or language point. These activities include project-based learning,
fun competitions, and games to ensure a dynamic classroom experience that
also deepens students’ learning. The activities can be used flexibly according to
students’ needs, either in the same lesson to consolidate the skills practice or in a
later lesson to review these skills.
The Real-World English Strategies box elaborates on each English For Real
lesson. These strategies include background information on cultural and pragmatic
issues and an expansion activity for students to further explore these ideas.
More to Say. . . boxes are extension activities for certain pronunciation lessons.
Focusing on key pronunciation features, these engaging activities provide teachers
with a creative way to have students practice. Helpful information, such as
estimated activity time and grouping suggestions, are part of each More to Say. . .
activity.
The
indicates when an activity has an accompanying audio recording, along
with CD and track numbers, as well as the audio script. The
indicates videos
are available in a given lesson, as well as the video script. Oxford Reference
materials are indicated by
. The
indicates where students can participate
in additional online practice.
Exercise 16 DEVELOP
Instruct students to swap emails with their partner and use
the checklist for peer review.
Exercise 17 IMPROVE
1 After the students receive the peer review checklist, ask
their partner to give a suggestion to make their writing
better.
2 Have students write a second draft. Monitor the writing
process and be available for any questions.
3 At the end, have students turn in their work to you for final
review.
t Exercise 18 WHAT’S YOUR ANGLE?
1 Project an invitation you have received recently on the
board for illustration purposes. Ask, where, when, what,
who comprehension questions about it.
2 Have students talk about an invitation they have received
recently. Allow them to find and share any invitations they
may be able to access on their smartphones.
3 Direct them to ask their partners, Who was it from? What
was it for? Did you accept?
4 Ask one volunteer from each group to talk about their
partner’s invitation.
Answers
Students’ answers will vary. Sample answers include:
I received an invitation for Lisa’s birthday party next weekend,
and I accepted. It’s going to be at her apartment.
Lesson 1.4
Hello and Goodbye
Student Book pages 12 – 13
Exercise 1 ACTIVATE
1 Direct students’ attention to the video stills. Ask them to
describe the picture and discuss the questions with a
partner.
2 Call on volunteers to share their ideas with the class.
Answers
Students’ answers will vary. Sample answers include:
In the first scene, there are three young men, and they all seem
to know each other. I think they are friends. They’re wearing
informal clothes—jeans—and chatting together. They’re at a
market. One of them is carrying some bags, so maybe he did
some shopping there.
In the second scene, there are two of the men, and they are
speaking with a woman. She’s older and is wearing more formal
clothes. They aren’t laughing, but they are smiling. I think they
know the woman but maybe not so well. She might be a
relative, co-worker, or teacher.
r Exercise 2 IDENTIFY
1 Give students a moment to preview the questions.
Play the video. Have students answer the questions
independently.
2 Go over the answers as a class.
r English For Real Video Unit 1
Exercise 3 ANALYZE
1 Have students work independently to complete the
survey.
2 Go over the answers as a class. Encourage students to
explain their choices.
Answers
Students’ answers will vary. Sample answers include:
a They are good friends (college students), so they are close: 1
b Professor Lopez is his college teacher, so he doesn’t know her
well: 3 / 4
c He feels very relaxed: 1
d He is more reserved and aware of his language and
behavior: 3
Real-World English
Starting and ending a conversation
1 Read the information in the box aloud, modeling the
intonation of the friendly and more formal greetings.
2 Ask if students have any questions.
Extra Practice
Have students start a conversation with classmates sitting
nearby. Tell them to use the expressions from Exercise 4 and
keep the conversation going for a few minutes before they
use the expressions to end the conversation.
When performing greetings, people use not only different
verbal expressions (e.g., “Good morning”, “How are you
doing?”), but also different body language. For example,
they shake hands, give each other a hug, or bow. You can
use your students’ cross-cultural knowledge as a starting
point in a discussion about appropriate ways to greet
people in different situations.
1. Tell your students to stand up and walk around the
room, greeting at least five classmates in a way that is
culturally appropriate in their country of origin.
2. Make sure to participate yourself and give several of
your students an opportunity to greet you.
3. Ask students to go back to their seats. Together, make a
list of the greetings that have been used in the activity.
4. Try to classify the greetings your students used into
different sub-groups. For example, did they use the
same greetings with the people of the same and
opposite gender? Did they use the same greetings
with their classmates and with their teacher? What
other greetings would they use in more formal or more
informal settings? How are these ways of greeting
people similar or different from greetings in English?
How did they use their bodies to greet someone?
5. Be sure to discuss both verbal expressions and body
language.
11
Level 3 Teacher’s Guide
© Oxford University Press
Pronunciation Skill
corresponding card over. The goal is to finish listening
to the story with none or very few of the cards face up.
5 Set the timer for one minute.
Using intonation to show interest
GO ONLINE
1 Read the information in the box aloud.
2 Explain the instances in which intonation can change the
meaning of what we are trying to say. For example, That’s
interesting can be said in a way that shows interest, but it
can also be said in a way that show disinterest, apathy, or
even cynicism. For example:
(two students introducing themselves for the first time)
A: I am from Malaysia, too!
B: That’s interesting!
(one teenager bragging to the other)
A: My brother drives a Ferrari.
B: Oh, that’s interesting …
Extra Practice
Go!
1 Instruct the speakers to start telling their stories. Start
the timer.
2 Monitor students’ conversations by walking around
and encouraging the listeners to use the expressions.
Correct their intonation as necessary.
4 When the timer goes off, have students switch roles. The
speaker becomes the listener, and vice versa. Repeat.
Keep Going!
Have students pair up with different partners and repeat
the activity as long as there is interest.
e Exercise 7 NOTICE
1 Do a web search for short TV commercials in English in
which characters or a narrator speaks enthusiastically
about a product. Try to find one to three examples in
which the speakers’ voices rise and fall to show interest.
2 Play the commercials for the class. Have them listen first.
Then play the video again, pausing after the target lines
that are the most expressive. Have students repeat. If
desired, pass out a script of the commercial or write the
target expressions on the board for them to follow along
and to make the repetition easier.
1 Play the audio and direct students to listen and select A or
B. Emphasize that each sentence will be said twice.
3 Go over the answers with the class.
More To Say…
1 Play the audio and ask students to repeat, practicing the
rising and falling intonation.
2 Monitor and offer pronunciation assistance if necessary.
Answers
1 A
2 B
3 A
4 A
5 B
6 B
7 A
8 B
e CD 1, Track 6
e Exercise 8 APPLY
e CD 1, Track 7
Ready,
1 Prepare a set of cards with expressions that people
use to show interest when they are listening. Draw
intonation arrows over them to remind students that
making their voices rise and fall shows interest.
Each unit in the Student Book focuses on a universal topic that will motivate and
engage your students, allowing them to make personal connections to their lives.
Every unit contains a reading lesson, a listening lesson, a writing lesson, and a
speaking lesson. Additionally, every unit has an English For Real lesson to allow
your students to learn practical expressions for a variety of situations. Grammar,
vocabulary, and pronunciation points can be found throughout each unit of Wide
Angle and are aligned with the CEFR international standard.
1 He has to go to the bookstore.
2 Andy has arrived back earlier than he expected.
3 The Stilton cheese that Max has bought is causing the bad smell.
4 She’s going to a faculty meeting.
5 He is worried that Professor Lopez could smell the cheese.
Real-World English Strategies
Focus: Students use intonation to show interest
Grouping Strategy: Pairs
Activity Time: 20 minutes
How to use the Student Book
Answers
Mm hmm!
Huh!
Uh huh
Really?
That’s fascinating.
Okay.
I see.
Right.
t Exercise 9 WHAT’S YOUR ANGLE?
1 Lead a classroom discussion with the questions provided.
2 Ask additional questions, What are some of the reasons that
make it difficult to talk to strangers? Would it be easier if they
had a go-to small talk topic?
3 Keep track of their go-to small talk topics and make a list
on the board.
Answers
2 Make enough copies so that each pair of students has a
set of cards.
3 Bring a timer to the class.
Set…
1 Put students into pairs.
2 Have them decide who will be the “speaker” and who
will be the “interested listener.”
3 Give each pair of students a set of cards.
4 Instruct the speakers to think of a brief story they can
tell for at least one minute. Instruct the listeners to
spread the cards out face up in front of them. Tell the
listeners that as the speakers are talking, they should try
to use as many of the different listening expressions as
possible. As they use each one, they should turn the
© Oxford University Press
Students’ answers will vary. Sample answers include:
I usually feel shy when I talk to strangers. If I have to talk, then
talking about the weather is the easiest for me.
Exercise 10 INTERACT
1 Direct students to make small talk according to the
scenario and five requirements.
2 While one pair is speaking, have the second pair practice
active listening and check off the five requirements as
they hear them.
3 Instruct pairs to switch.
4 At the end of the exercise, they can give each other
feedback.
5 For more practice, have each pair find a new pair to work
with and repeat the activity.
6 Monitor and offer feedback.
Level 3 Teacher’s Guide
14
Fixed features
Unit Opener
The first page of each unit offers a wealth of content to help students engage
with the theme, starting with the Unit Snapshot, which contains interesting
conversation questions to get students thinking about the upcoming content. The
main feature of this page is a vibrant, intriguing image from Blink photography
with discussion questions to generate interest in the theme and personalize the
content. A short video from the Blink photographer is also introduced to bring
the stories of these images to life. The Real-World Goal, listed at the bottom of
the page in each unit, raises students’ awareness of their learning, and shows the
tangible benefits of their efforts.
© Copyright Oxford University Press
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Lessons 1–3: Reading, Writing, and Listening Skills Practice
Every unit contains a well-scaffolded reading, writing, and listening lesson. These
lessons follow the activation-presentation-practice-production method. This
framework encourages teachers to first engage students in the material before
exposing them to language content and also supports students by moving
incrementally from more controlled, accuracy-focused practice, to freer, more
fluency-focused production. Specific skills, such as reading to guess meaning
from context, are identified in each lesson, reinforcing clear objectives for both
teacher and student. Writing lessons adopt a process approach, offering prewriting activities first, followed by activities to review, edit, and re-write. Throughout
the book, readings and thought-provoking quotes can be found from Oxford
Reference, a trusted source of over two million academic texts.
Lesson 4: English For Real
These lessons allow your students to communicate and adapt to a variety of
situations they will encounter in everyday life. Each unit lesson has modern,
engaging video content to demonstrate the type of language needed for different
contexts. For example, a lesson may focus on the different language needed for
making a request to a friend versus a request to a university professor. Students
engage in prediction activities based on stills from videos and create roleplays
based on the situations. In the student Online practice, they even have the
opportunity to put themselves in the video and record one of the character’s lines,
connecting class learning to their own lives.
Lesson 5: Speaking
The final lesson of each unit is dedicated to developing students’ speaking
fluency, a key part of the Wide Angle series. A variety of activities in the Student
Book, as well as Online Practice, build the language students need for effective
communication.
Floating features
The following features are taught in context and appear flexibly throughout each
unit, which enables teachers to introduce language naturally as communicative
needs arise.
Pronunciation Skill
Wide Angle recognizes that pronunciation is a major factor that contributes
to a speaker’s intelligibility, so pronunciation skills are practiced in each unit.
Pronunciation Skill boxes practice both individual sounds and word stress, as
well as broader features of intonation and connected speech. Pronunciation
audio exposes students to natural models of English speech, and the tasks offer
meaningful practice.
Grammar in Context
Key grammar for each unit is identified in Grammar in Context boxes. These boxes
provide clear explanations for each grammar point. Example sentences are directly
related to the content of each lesson, and grammar points build on one another
throughout the text. Students can also reference the Grammar focus pages,
located after the Unit Review pages.
Vocabulary
Thematic vocabulary from the Oxford 3000 (levels 1-4) or 5000 (levels 5-6) is
taught throughout each unit. The Oxford 3000 / 5000 are word lists of the most
important and relevant vocabulary for English learners. The vocabulary for each
unit relates to the theme and is appropriate for the learners’ current level.
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What’s Your Angle?
The What’s Your Angle? activities give students the opportunity to personalize
and demonstrate their knowledge with multiple thought-provoking reflections in
each unit. Students share their opinions on ideas from the unit, practice vocabulary
they have learned, and deepen their communication skills.
Appendices
Unit Reviews
Each Unit Review allows students to demonstrate their learning and feel confident
in their knowledge. Every unit review includes vocabulary and grammar practice
in the Student Book, and additional practice online. Discussion Point encourages
in-depth conversation prompted by Oxford Reference material. Based on What’s
Your Angle? tasks, the Zoom In feature allows students to personalize and to
demonstrate their knowledge from the unit with a series of speaking and writing
tasks. Every Zoom In task is followed by a self-assessment, allowing students to
reflect on what they know and what they still need to work on.
Grammar focus
The back of the Wide Angle student book features an additional page of
supplementary grammar reference for each unit, designed to expand on
the grammar points covered in the Student Book. While grammar points are
introduced contextually within each unit, the Grammar focus pages provide
helpful succinct rules and clear “formulas” to help students gain broader picture of
the English grammar system.
Additional Student Resources
Online Practice
The Online Practice component offers multiple opportunities for students to
flexibly review and consolidate their in class learning. These online activities, which
correspond to each unit of Wide Angle Student Book content, allow students to
receive instant feedback on their work, boosting learner autonomy. Test activities
are also included online.
Workbook
The printed Workbook offers additional practice for all features of the Wide Angle
Student Book. The Workbook includes new readings to practice skills in each unit,
listening comprehension in the Unit Review Podcast, support for Discussion
Board writing, additional English For Real work, as well as grammar and
vocabulary practice.
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Level 5 Introduction
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Wide Angle Teacher’s Guide
Unit Overview
Unit 1 Values
1.3 Opinions
Introduction to the unit
The title of this unit – Values – summarizes the main
themes: the way values affect our lifestyles, opinions, and
attitudes about the environment and citizenship.
In Lesson 1.1, students discuss the way values affect
lifestyle. They read a blog post and make inferences
about the writer’s values, and they discuss the way their
own values are or are not reflected in their lifestyles. In
Lesson 1.2, students think about values as they relate
to the environment and tourism. They read an essay
about the Great Barrier Reef and then write their own
essay about a problem in their town, city, or country. In
Lesson 1.3, students consider values as they listen to a
debate on a controversial topic (animal testing) and then
share their opinions on controversial topics with the class.
In Lesson 1.4, teachers use the Real-World English Strategy
to help students understand very formal and less formal
ways of beginning a conversation. Lesson 1.5 summarizes
what students have learned about the theme of values.
They listen to a story about being a good citizen and then
use the skills they’ve learned throughout the unit to tell
their own story about being a good citizen.
Listening Skill Understanding opinions and speculation
Vocabulary Development Verb + preposition collocations
with for, on, and against
Grammar in Context Question types: Subject, direct /
indirect, with preposition
• Identify opinions and speculation in a debate
• Use verb + preposition collocations to complete
statements of opinion
• Use different kinds of questions in a discussion about
controversial topics
1.4 Talking Things Through
Real-World English Starting a formal conversation
• Analyze degrees of formality in conversations
• Apply different degrees of formality to different scenarios
• Create conversations and act them out
1.5 A Good Citizen
Pronunciation Skill Intonation: Showing interest
Speaking Narrating experiences
• Write and tell a story
• Use intonation to show interest in a story
Resources
Lessons
1.1 Ways of Life
Reading Skill Recognizing scenarios
Grammar in Context Dramatic present in narratives
• Identify scenarios in a reading about moral geography
• Use the dramatic present to write an anecdote about
lifestyles
• Define and use vocabulary presented in the reading
(Oxford 5000)
1.2 The Great Barrier Reef
Grammar in Context Present perfect versus present perfect
continuous
Writing Skill Writing paragraphs and topic sentences
• Identify information from a video
• Use the present perfect and present perfect continuous to
discuss and write about environmental issues
• Analyze an opinion essay
• Write an essay with clear paragraphs and topic sentences
Class Audio CD 1, Tracks 2–7
Workbook Unit 1, pages 1–7
Oxford Readers Correlations
Mandela (9780194233965)
Teacher's Resource Center
Assessments: Entry test, Unit test
Class video
English For Real video
Grammar focus
Grammar Worksheets
Oxford Reference Worksheets: upper / lower
Vocabulary cards
Newslea articles
Word list
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Unit Opener
r Video Script
Student Book page 3
The photo on page 3 shows a woman in a greenhouse.
The photograph relates to the unit theme and subsequent
exercises because it illustrates the values of caring about
healthy food, the environment, and working with nature.
Photographer
Edu Bayer
Edu Bayer is a New York-based award-winning
documentary photographer. With more than 10 years of
experience in several countries, he has worked for most
leading international outlets like The New York Times,
National Geographic, Time, The New Yorker, The Wall Street
Journal, Newsweek, Aljazeera, El País Semanal, Foreign Policy,
Le Monde and The Guardian, among others. He is the
recipient of accolades such as Picture of The Year, Pulitzer
Prize Finalist, and Arts for Social Improvement La Caixa.
Edu recently published the books Microcatalalunya about
rural life, and Els fets de l’1 d’Octubre (the events of October
1) about the independence struggle in Catalonia. He has
shown his photography in exhibits in New York, Berlin,
Budapest, Havana, Hong Kong, Valparaiso, and Barcelona.
Born in Barcelona, Edu studied Chemical Engineering and
also holds a master’s degree from the Danish School of
Media and Journalism.
1 Direct students’ attention to the first question. Elicit some
examples of values (for example, family, education) and a
definition of lifestyle choice (for example, where you live,
what you do). Call on volunteers to answer the question.
Explain that you will discuss this issue in Lesson 1.1.
2 For question 2, elicit some possible positive and negative
outcomes of tourism. Explain that you’ll be watching a
video about tourism and the environment in Lesson 1.2.
3 For question 3, elicit students’ ideas about what makes a
good citizen. Tell them that they will develop these ideas
in Lesson 1.5.
Discussion Questions
1 Direct students’ attention to the questions below the
picture. Encourage students to offer their opinions and
stress that there are many ways to answer. For the third
question, relate students’ answers to the topics they will
discuss in the unit—lifestyles, controversial issues, the
environment, and citizenship.
2 Optionally, before asking students to answer the
discussion questions, show the photographer video
where Edu Bayer answers some of the questions from
his perspective. Play it for students as many times as
needed to check comprehension and discuss any
vocabulary items.
Answers
Students’ answers will vary. Sample answers include:
1 Maybe values related to the environment and beauty are
related to this kind of agricultural production.
2 Yes / No
3 People can express their values through how they treat others
and the environment, through their opinions on issues, and
through their daily actions.
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Wide Angle Teacher’s Guide
Exercise 1
Read the directions. Tell students that all of the values may
be important to them, but they should use the exercise to
try to rank them against each other; that is, they should try
not to give them all 5s! Have them work independently to
complete the activity.
Exercise 2
Unit Snapshot
2
Maria Giner is an organic farmer and sustainable agriculture
entrepreneur and she’s observing one of her greenhouses in
La Kusturica state near Barcelona, Spain on a rainy morning.
These herbs and flowers - it’s what they plant in between
crops to bring back the nutrients that vegetables consume
when they grow.
There are many values involved. La Kusturica is an organic
farm looking for alternatives to the current agricultural
model. It’s formed by a group of young people that work
full time farming, producing vegetables, and distributing
them directly to the people. I think they tackle the way we
get food the way we produce it and the way we relate to
one another. So, I think that they encompass a broad array
of values.
Having values is important, but we need to put them into
action. States make decisions on our behalf, and sometimes
casting our votes once every four to six years is simply not
enough. Society needs active and engaged citizens.
Call out each of the values on the list and ask for a show of
hands from students who ranked it 4 or 5. Tally the results to
determine which values are the most important for the class.
Ask students if they are surprised by the outcome.
Real-World Goal
By the end of this unit, students will be able to express their
opinions on a controversial topic because they will have
learned skills for narrating an anecdote, using different
kinds of questions, supporting main ideas with reasons and
examples, and opening a formal conversation.
Lesson 1.1 Way of Life
Student Book pages 4 – 6
Exercise 1 ACTIVATE
1 First, direct students’ attention to the title of the lesson.
Ask for examples of things that might reflect a person’s
way of life (for example, hobbies, fashion, home). Ask
students what they think the lesson will be about.
2 Direct students to read the definition of values and to
discuss the questions with a partner. Explain any new
vocabulary, such as firm discipline. Discipline refers to
training people to obey rules and orders and punishing
them if they don’t. Firm discipline suggests harsher
punishment.
3 Call on students to share their ideas with the class.
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Reading Skill
Exercise 5 IDENTIFY
Recognizing scenarios
1 Read the first sentence aloud. Ask students if it is or true or
false and where they found the answer in the text (toward
the end of the first paragraph).
2 Ask students to work independently to label the rest of
the sentences as True or False.
3 Have the class call out the answers. For each sentence, ask
a student to explain where he or she found the answer in
the text.
GO ONLINE
1 Direct students to read the information in the Reading
Skill box.
2 Check comprehension by asking What is a scenario? and
Why do writers use them?
Extra Practice
1 Make copies of the situations below and distribute one
set each to groups of three or four students.
2 Ask the groups to work together to write the first
sentence of a scenario to go with each situation. Tell
them to remember that their goal is to draw the reader
in so they want to hear more about the story.
3 For one situation at a time, have a representative from
each group read their sentence. Ask the class to vote on
the most interesting one.
a large party
a scary forest
an encounter with an old
friend
a surprising discovery
a difficult conversation
a problem at work
Exercise 2 APPLY
1 Read the instructions and review the meaning of the word
skim. Tell students to read quickly, looking for the scenario,
and to hold up their hands when they find it.
2 Once all the students have raised their hands, ask them to
discuss the questions with a partner.
Answers
Students’ answers will vary. Sample answers include:
1 It starts with the word “Imagine.”
2 It uses second person and simple present.
3 The writer is drawing the reader in by creating a personal
connection between the reader and the topic of moral
geography.
Exercise 3 APPLY
OXFORD REFERENCE
1 Direct students’ attention to the photo. Ask them if it looks
like a nice place to live.
2 Give students time to read the blog post silently. Tell them
to mark words they don’t understand, but to continue
reading.
3 When students finish reading, ask them what the blog
post was about (the concept of moral geography). Tell
students that you will address the highlighted vocabulary
and their other vocabulary questions later in the lesson.
Exercise 4 EXPAND
1 Read the question. Elicit an idea from the class. Give the
students a minute to read and think about additional
examples.
2 Call on students to share their ideas with the class.
Answers
Students’ answers will vary. Sample answers include:
The writer values togetherness. He refers to “togetherness” as an
“idealistic concept.”
Answers
1 T
2 F
4 T
5 T
6 F
7 F
Grammar in Context
Dramatic present in narratives
GO ONLINE
1 Direct students to read the information in the Grammar in
Context box.
2 Explain the meaning of anecdote (a short story about a
real person). Tell an anecdote in the past tense and then
in the present and ask students which one sounds more
immediate and dramatic. For example:
Yesterday I was walking to the coffee shop, and I saw my
neighbor. He was riding a bicycle and he had a giant green
bird on his shoulder.
Yesterday I’m walking to the coffee shop, and I see my
neighbor. He’s riding a bicycle and he has a giant green bird
on his shoulder!
3 Ask students to call out the verb changes you made in the
anecdotes.
4 For additional information, see the Grammar focus on
page 159.
Extra Practice
1 Provide pairs with the following past-tense anecdotes.
Ask the pairs to work together to revise each anecdote
by rewriting it in the dramatic present. Encourage
them to add a few details to make the anecdote more
interesting, but tell them to keep it short.
I went to the store for
eggs. I was looking and
looking, but I couldn’t
find them. Finally, the
clerk told me they were
out because the delivery
truck had been in an
accident.
My brother decided
to move downtown.
Unfortunately, when he
got there he discovered
that it was very crowded,
it was hard to find
parking, and there were
always people making
noise in the street.
2 Have each pair meet with another pair to read their
new version of the anecdote. Tell them to discuss any
problems with the verb changes and to decide which
pair added the most interesting details.
3 Call on volunteers who think they have a good version to
read it to the class.
Exercise 6 APPLY
1 Read the directions. Encourage students to skim the entire
activity before they begin filling in the verbs.
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2 Have students work independently to complete the
activity.
3 Call on volunteers to read the anecdote aloud one
sentence at a time.
Answers
Exercise 11 INTEGRATE
9 ’m / am speaking
10 ’m / am learning
11 ’m / am feeling
12 ’m / am starting
13 ’m / am realizing
14 comes
15 ’s / is
16 tell
1 happens
2 ’m / am
3 gets
4 ’m / am feeling
5 don’t speak
6 have
7 ’m / am trying
8 want
Exercise 7 EXPAND
1 Ask students to identify the ways that the Exercise 6
writer’s lifestyle changed (new country, new language, big
city). Elicit some other life changes that could be called a
lifestyle change (for example, changing jobs, moving out
of your parents’ home, getting deeply involved in a new
hobby).
2 Have students write an anecdote using the dramatic
present about a lifestyle change they have experienced.
Remind them to set the scene as described in the Reading
Skill box.
3 Ask students to share their writing in small groups. Call
on several groups to explain which person had the most
dramatic lifestyle change.
Exercise 8 VOCABULARY
1 Say and have students repeat the words in the
numbered list.
2 Direct students to work independently to match the
words with the definitions. Tell them to look back at the
blog post in Exercise 3 for help.
3 Ask students to check their answers with a partner. Then
have the class call out the answers.
Answers
1 d
2 a
3 e
4 g
5 b
6 c
7 f
Oxford 5000 words
citizenship
civilization
conservative
foster
interaction
significance
unacceptable
Exercise 9 APPLY
1 Read the first sentence aloud and elicit the answer. Ask
students to work independently to complete the activity.
2 Have students take turns reading the sentences with a
partner. Then have the class call out the answers.
Answers
1 interaction
2 citizenship
3 unacceptable
4 foster
5 significance
6 civilizations
7 conservative
t Exercise 10 WHAT’S YOUR ANGLE?
1 Elicit a couple of the students’ ideas about ideal living
environments.
2 Review the scenario introductions in the Reading Skill box.
4
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Wide Angle Teacher’s Guide
3 Have students work independently to write their
scenarios. Then have them share their writing with a
partner.
3 Call on two or three volunteers to share their scenarios
with the class.
1 Put students in groups. Assign or have each group choose
a discussion leader. Explain that the discussion leader’s job
is to make sure that everyone gets a chance to speak and
to encourage follow-up questions.
2 Have the groups discuss the questions. Circulate and
model follow-up questions to encourage interaction.
Provide any necessary explanations about vocabulary,
such as current (referring to these days), aspects (parts),
and work-life balance (the amount of time spent on one’s
professional life versus one’s personal / home life).
3 Call on students to share something interesting one of
their group members said in response to each question.
Lesson 1.2 The Great
Barrier Reef
Student Book pages 7 – 9
Exercise 1 ACTIVATE
Put students in small groups. Ask them to look at the
pictures and discuss the questions. Tell students not to be
concerned if they don’t know the answers—they will learn
about the Great Barrier Reef in the video.
r Exercise 2 IDENTIFY
Play the video. Ask the class what information they had
already discussed and what surprised them.
r The Great Barrier Reef
r Exercise 3 APPLY
1 Tell students to read the questions in preparation for
listening. Play the video again.
2 Have students discuss the questions with a partner. Call
on individuals to the share the answers with the class.
Answers
1 off the coast of Queensland, Australia
2 It’s a popular place for scuba diving.
3 Tourists break coral by walking on it and take pieces as
souvenirs; tourist boat anchors smash coral, and the fuel
pollutes the water.
4 Climate change, extreme weather has killed coral.
5 Answers will vary.
Video Script
r The Great Barrier Reef
The Great Barrier Reef is one of the natural wonders of the world.
It is composed of almost 3,000 individual reefs and 900 islands
and stretches for over 2,600 kilometres. It has been a UNESCO
World Heritage Site for over thirty years and is so big it can be
seen from space. The reef is located in the Coral Sea, off the coast
of Queensland in northeast Australia. Because of its unique coral
and warm, clear waters, it’s a hugely popular tourist destination. In
2011, over 1.5 million people visited the reef. Each year, the industry
generates over 2 billion Australian dollars. But unfortunately, tourists
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often damage the natural beauty they have come to admire. The
coral reef is a breath-taking but very fragile environment, and
tourists can often be careless when they visit. They break the coral
by walking along it, and some visitors even snap off pieces to take
home as souvenirs. The boats which carry the tourists to the reef
can also cause damage. Their anchors smash coral and the fuel they
leave behind pollutes the water around the reef. The fact is that
the reef isn’t used to human contact. It existed in near isolation for
thousands of years, so when over a million people suddenly start
visiting, they are bound to cause some damage. But not all the
damage to the reef comes from tourists. In fact, the greatest threat
is something far more global: climate change. Climate change is
having a disastrous impact on the reef, which has lost more than half
its coral since 1985. Things, it seems, are only going to get worse.
According to a recent survey, it is expected that the reef will have
lost another half of its coral by 2022. Climate change is affecting the
reef in different ways. Extreme weather events, such as cyclones and
heavy storms, have become much more common in recent years.
The fragile coral cannot withstand this violent weather and scientists
say almost fifty per cent of coral loss is due to this. They also predict
that these severe weather events are likely to become even more
frequent in the future. Another major problem for the reef is coral
bleaching. Thanks to global warming, average sea temperatures
around the world are rising. The ocean around the Great Barrier Reef
is now 0.4 degrees Celsius warmer than it was a hundred years ago.
The sea is also becoming more acidic as it absorbs carbon dioxide
from the atmosphere. These changes cause the coral to lose the
algae living inside them and cause them to turn white. This process
is known as coral bleaching. Normally, bleached coral can grow
again but the long-term bleaching caused by global warming is
killing entire coral colonies around the reef. So what is going to be
done to protect one of the world’s most iconic natural wonders
from mass tourism and the effects of climate change? The Great
Barrier Reef Marine Park Authority is the organization in charge of
protecting the reef. They are trying many different things which
intend to reverse the reef’s destruction. But while the rate of climate
change may be slowed, it won’t be stopped completely. Severe
weather, warmer waters, and ocean acidification are here to stay,
and tourists will continue to visit the reef, so it needs to be more
resilient in order to survive. The Authority is implementing a series
of initiatives. First, they are going to identify the key habitats and
species that are under threat. They will then create special ‘refuges’.
Tourists and fishermen won’t be allowed to enter these areas so the
reef can flourish without human interference. In the longer term,
they plan to fund specialized research into the reef so they can
identify what needs to be done and how to do it. Both tourism and
climate change are major threats to the future of the Great Barrier
Reef. However, the reef’s deterioration could be slowed, and possibly
even reversed, if it is managed properly. We need to understand our
effect on this huge but delicate ecosystem if we hope to protect it. If
we don’t, we may lose it forever.
t Exercise 4 WHAT’S YOUR ANGLE?
1 Have the class brainstorm a list of places that have been
affected by tourism in the country where your class is.
Write them on the board.
2 Seat the students in small groups. Tell them to discuss
how the areas on the board have been affected and what
is being done about it. If your students are from different
countries, tell them to share information about their
countries with the group as well.
2 Call on students from each group to share some of the
information they discussed with the class.
Exercise 5 NOTICE
Ask students to read the essay question. Elicit the kind of
information they would expect to find in the essay. (For
example, the writer’s opinion and reasons and examples to
support that opinion.)
Oxford 5000 words
activity suspended protect environment
Exercise 6 ASSESS
1 Read the directions. Ask students to read the essay and
think about the answers to the questions.
2 Elicit students’ answers to the questions. Ask them to
restate the writer’s opinion (Tourism should not be
suspended. Businesses and local authorities should
raise awareness and try to protect the reef.). Ask them
to identify some of the writer’s reasons. (For example,
tourism isn’t the only problem; tourism brings money to
the area.)
Oxford 5000 words
caused damage
have an impact
take responsibility
monitor situation
Exercise 7 VOCABULARY
1 Read the first phrase and elicit the answer (protect).
2 Have students work independently to complete the
exercise. Tell them to refer to the essay for help.
Answers
1 protect
2 monitor
3 spread
4 suspend
5 educate
6 take
7 cause
8 have
e Exercise 8 ASSESS
1 Play the audio and ask students to check their answers.
2 Replay the audio and have students repeat the items.
e CD 1, Track 2
Exercise 9 EXPAND
1 Elicit an example sentence for protect the environment.
Encourage students to create a sentence that illustrates the
meaning of the collocation. For example, if they come up
with It’s important to protect the environment, ask them to
provide additional information. (For example, It’s important to
protect the environment so that we have clean air and water.)
2 Have students work with a partner to write a sentence
for each collocation. Call on volunteers to write their
sentences on the board.
Grammar in Context
Present perfect versus present perfect continuous
GO ONLINE
1 Direct students to read the information in the box silently
as you read it aloud.
2 Stop after the first example sentence and elicit more
sentences that use the present perfect to talk about the
past. (For example, I have been to China twice, or He has
already read that book.)
3 After the second set of example sentences, elicit
sentences that use for or since to emphasize how much
time has passed. (For example, I have been waiting in
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line for two hours, or She has been sleeping since 5:00.) Tell
students that the verbs live, work, and study are used in
the present perfect or present perfect continuous in these
kinds of sentences with little difference in meaning.
4 After the examples of present perfect continuous sentences,
elicit more examples from the class that don’t have for or
since or the verbs live, work, or study. (For example, I’ve been
trying to find a job, or The city has been developing a plan.)
5 After the last section, remind students that the present
perfect continuous is like any other continuous form—it
isn’t used to describe states.
6 Check comprehension. Ask students to explain what is
the same about the present perfect and present perfect
continuous. (They both connect the past and present.)
Ask them what is different about the two forms. (The
present perfect describes past experiences and states. The
present perfect continuous only describes actions that are
still ongoing.)
7 Write three verb phrases on the board and elicit present
perfect and present perfection continuous sentences.
see The Avengers
wait in line
take English classes
Discuss the meaning of the sentences students come up
with. (For example, I’ve seen The Avengers and I’ve taken many
English classes describe past experiences. I’ve been waiting in
line for an hour and I’ve been taking English classes since 2015
describe something that is still happening. It’s also possible
to say I’ve waited in line long enough—I’m leaving! where the
emphasis is not on the action continuing.)
8 For additional information, see the Grammar focus on
page 159.
Exercise 10 IDENTIFY
1 Read the directions. Tell students that in some cases both
forms are possible.
2 Have students work independently to complete the
exercise.
3 Call on students to read the completed sentences aloud.
For each one, discuss whether the alternative is also
correct and why or why not.
Answers
1 since
2 has become
3 we've been trying / we tried
4 I've worked / I’ve been working
5 for
Exercise 11 APPLY
1 Read number 1 and elicit the answer. Have students work
independently to complete the sentences.
2 Call on students to read the completed sentences aloud.
Elicit any alternative answer.
Answers
1 For / has been
2 has increased / since
3 has been going (or has gone) / for
4 Since / have died
5 has been trying / since
Writing Skill
Writing paragraphs and topic sentences
GO ONLINE
I
rain
Thursday
he
sleep
January
she
call
day
1 Direct students to read the information in the box, or have
students read along silently as you read the information.
2 Check comprehension. Ask students what the purpose of a
topic sentence is (to introduce the main idea of a paragraph).
Ask what the purpose of an example is (to support the main
idea). Ask what a writer sometimes does in a concluding
sentence (restate the main points of the paragraph).
it
since
week
Extra Practice
have
for
two hours
Extra Practice
1 Copy this grid on the board or distribute it to small groups:
2 Tell students that the first group to write eight correct
sentences is the winner. They must use the present
perfect or present perfect continuous and all of the
words in the grid. They can add as many other words as
they want.
3 When a group says they have eight sentences, tell
everyone else to stop writing and have them read their
sentences for the class. If there are any mistakes, they are
disqualified, and the rest of the groups continue until
someone wins.
Answers
Students’ answers will vary. Sample answers include:
It has been raining all week.
It has rained a lot since January.
I have been sleeping for two hours.
I have slept a lot this week.
He has had fun this week.
He has had a car since January.
She has been calling all day.
She hasn’t called me since Thursday.
6
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Wide Angle Teacher’s Guide
1 Search for student essays online and print out several
examples. Cut them out by paragraphs and distribute
two or three paragraphs (from different essays) to small
groups of students.
2 Have the groups discuss the paragraphs. Tell them
to identify 1) the topic sentence, 2) the supporting
information, and 3) the concluding sentence.
3 Circulate and settle any disagreements.
Exercise 12 APPLY
1 Read the directions. Ask students to identify the topic
and topic sentence of the first paragraph in the essay in
Exercise 6.
2 Have students work with a partner to find and underline
the topic sentence of each paragraph. Call on students to
share the answers with the class.
© Copyright Oxford University Press
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2 Read the directions. Tell students to choose one problem.
Give them time to take notes on their ideas.
Answers
Paragraph 1
Topic: the Great Barrier Reef
Topic sentence: Located…in the world.
Paragraph 2
Topic: problems caused by tourism
Topic sentence: Over the years…damage.
Paragraph 3
Topic: proposal to suspend tourism
Topic sentence: While I agree… suspend tourism
Paragraph 4
Topic: problems caused by climate change
Topic sentence: Climate change…impact.
Paragraph 5
Topic: tourism helps the economy
Topic sentence: Secondly…as well.
Paragraph 6
Topic: tourism and environmental education
Topic sentence: Tourism…environmental issues.
Paragraph 7
Topic: the responsibility of business owners
Topic sentence: In my opinion…the environment
Paragraph 8
Topic: conclusion
Topic sentence: I agree…a viable solution.
Exercise 15 WRITE
1 Ask students to read through the instructions. Check
comprehension. Ask: How many paragraphs will your
essay have? (3) What does each paragraph need? (a topic
sentence, supporting information, a concluding sentence)
2 Instruct students to write their three topic sentences and
to take some notes under each one. Circulate and provide
feedback. Call on a variety of students to share a topic
sentence and explain briefly how they will support it.
3 Have students use their notes to write their essays.
Exercise 16 IMPROVE
Read the checklist aloud. Ask students to look through their
essays and make corrections as necessary before they check
off the items on the list.
Exercise 17 SHARE
Exercise 13 IDENTIFY
1 Read the instructions. Ask students to continue looking at
the essay and to discuss the supporting information with
their partners.
2 Call on one student to explain each paragraph—what the
topic sentence is and how the rest of the sentences relate
to or support it.
Answers
Paragraph 1
There are two supporting sentences. They relate to the topic
because they describe the size of the reef. They provide facts and
measurements.
Paragraph 2
There is one supporting sentence. It relates to the topic because
it describes the damage. It cites research results.
Paragraph 3
There aren’t any supporting sentences. The paragraph serves as
a transition.
Paragraph 4
There is one supporting sentence. It relates to the topic because
it describes damage from climate change. It provides a fact.
Paragraph 5
There are five supporting sentences. They relate to the topic
because they describe how limiting tourism would hurt the
economy. It provides examples.
Paragraph 6
There is one supporting sentence that provides additional
support for the topic in Paragraph 5. It provides a fact.
Paragraph 7
There is one supporting sentence. It relates to the topic because
it explains what businesses can do. It provides examples.
Paragraph 8
There aren’t any supporting sentences.
Exercise 14 PREPARE
1 Conduct a class brainstorm of problems in your city or
country.
1 Read the directions. Check comprehension of what
they are and are not going to do. For example, Are you
correcting your partner’s grammar? (no) Are you looking for
spelling mistakes? (no) Are you going to tell your partner if
you agree with his or her opinion? (yes) Are you going to tell
your partner what you like about the essay? (yes)
2 Have students exchange essays with a partner and
provide feedback.
Lesson 1.3 Opinions
Student Book pages 10 – 11
Exercise 1 ACTIVATE
1 Have students read the quote. Ask what they know about
Martin Luther King, Jr. (leader of U.S. civil rights movement
from 1954-1968; famous for non-violent protest).
2 Ask students to guess what at stake and well-being
mean (at stake = at risk—when something is at stake it
can be won or lost; well-being = health or safety). Have
volunteers say what they think the quote means and
whether they agree.
Answers
Students’ answers will vary. Sample answers include:
People should be brave and help others.
Exercise 2 IDENTIFY
Ask students what a controversial topic is (a topic people
have strong, differing opinions about). Direct students to
look at the photos and discuss the questions with a partner.
Call on individuals to share their ideas with the class.
Answers
Students’ answers will vary. Sample answers include:
The photos are about animal testing. Cosmetics and medicine
are tested on animals. The topic is controversial because
the tests harm animals and some people feel that they are
unnecessary or wrong.
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e Exercise 3 ASSESS
1 Read the instructions. Play the audio and ask students to
write F or A next to the names.
2 Have the class call out the answers.
Answers
Charlotte–F
Daniel–A
Senji–F
Audio Script
Exercise 5 EXPAND
e CD 1, Track 3
DanielWhat do you guys think about the practice of animal
testing on products for humans? I mean, the purpose of
testing is to find out if the products have any dangerous
side effects. The animals probably suffer terribly. In my
opinion, it’s cruel and it shouldn’t be allowed.
CharlotteHmm. I see your point, Daniel, but I’d have to argue for
animal testing. It may seem cruel, but I definitely don’t
agree that it should be banned. I mean, what happens
if a product isn’t tested before humans use it? Imagine
if it causes someone to go blind or burns people’s skin.
Companies have a responsibility to ensure that the
products they’re selling are safe and effective, even if it
harms animals. What do you think, Senji?
SenjiI think you’re right, Charlotte. Daniel, do you have any
idea how much testing a new product needs? Animal
testing may not be pleasant, but I think that’s better than
risking human suffering.
e Exercise 4 INTEGRATE
1 Tell students that they will now listen to the whole debate.
Ask them to read over the statements in preparation for
listening.
2 Play the audio and have students check the opinions
they hear.
3 Call on students to read aloud the sentences they checked.
Answers
Checked: 1, 2, 4, 9
Audio Script
e CD 1, Track 4
DanielWhat do you guys think about the practice of animal
testing on products for humans? I mean, the purpose of
testing is to find out if the products have any dangerous
side effects. The animals probably suffer terribly. In my
opinion, it’s cruel and it shouldn’t be allowed.
CharlotteHmm. I see your point, Daniel, but I’d have to argue for
animal testing. It may seem cruel, but I definitely don’t
agree that it should be banned. I mean, what happens
if a product isn’t tested before humans use it? Imagine
if it causes someone to go blind or burns people’s skin.
Companies have a responsibility to ensure that the
products they’re selling are safe and effective, even if it
harms animals. What do you think, Senji?
SenjiI think you’re right, Charlotte. Daniel, do you have any
idea how much testing a new product needs? Animal
testing may not be pleasant, but I think that’s better
than risking human suffering.
DanielWell, there must be a solution. Can’t people just live
without cosmetics? I’d prefer that to buying products
that require animals to suffer. Who can argue against
that?
CharlotteWell, these days there are plenty of companies that
have decided against testing on animals. It usually says
so right on the product label. A lot of people insist on
buying only those products.
SenjiThose products are probably really expensive, though.
And don’t forget, it’s not just cosmetics that are tested
on animals. I’ve heard that the practice is used for lots
of different household products. I’m pretty sure the
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Wide Angle Teacher’s Guide
majority of medicines are tested on animals, too. In my
view, there’s no way to completely avoid buying animaltested products.
DanielYou’re probably right, Senji. I guess it won’t make a
difference if just a few people stop buying the products.
We need to encourage people to speak out against this
issue, because animals don’t have any way to defend
themselves. We humans have to stand up for them. And
we should find alternatives to animal testing…
1 Put students in small groups. Read the first statement from
Exercise 4. Elicit an opinion from a student about it and
model a follow-up question. For example, Why do / don’t
you think it’s cruel?
2 Tell the groups to discuss the questions. Encourage them
to ask each other follow-up questions.
3 Ask volunteers to share one idea that people in their
group disagreed about.
Listening Skill
Understanding opinions and speculation
GO ONLINE
1 Direct students to read the information in the Listening
Skill box. Read the statements of opinion in the box aloud.
Point out that they are fairly short and direct.
2 Read the “speculation” sentences in the box aloud. Ask
students to identify the phrases that show speculation
(must have been, I wonder, probably, I’ve heard, I’m
pretty sure).
Extra Practice
1 Write two or three topics on the board that will be easy
for your students to express opinions about, for example:
texting, school policies, or fashion.
2 Have students work with a partner to write one
statement of opinion and one speculation about two
of the topics (for a total of four sentences). Tell them to
refer to the Listening Skill box for ideas and to include
different types of language in each sentence. (For
example, don’t use in my opinion in both of the opinion
statements.) Tell both partners to write the sentences.
3 Have the students find a new partner. Tell them to read
the new partner their sentences. The new partner should
say if they are opinions or speculations. Settle any
disagreements or questions.
e Exercise 6 APPLY
1 Read the directions. Have students look over the exercise
in preparation for listening.
2 Play the audio and ask students to complete the activity.
3 Go over the answers as a class.
Answers
1 D, speculation
2 C, opinion
3 S, opinion
4 S, speculation
5 D, opinion
e CD 1, Track 4
Vocabulary Development
Verb + preposition collocations with for, on, and against
GO ONLINE
1 Direct students to read the information in the Vocabulary
Development box.
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2 Say and have students repeat the collocations. Ask
students to provide examples from their own experience.
For example: Tell me about something you have argued
against or for. Who is famous for speaking out against …?
Who is famous for standing up for …?
Extra Practice
1 Put students in small groups. Give them the sentence
frames below or write them on the board. Tell the groups
to work together to complete the sentences. Explain that
all group members need to write the sentences because
they will survey other people. They don’t need to ask
each other the questions.
2 Have the group members interview 3 students who are
not in the group.
3 Tell students to return to their groups and compile their
results. Call on a representative from each group to share
what they learned with the class. Sentence frames:
The city government wants to
. Would you argue
for this or against it?
Do you think it’s important to speak up for
?
Do you think it’s important to speak out against
?
Teachers at this school should not insist on
. Do
you agree or disagree?
Companies should decide against
. Do you agree
or disagree?
Do you think
should decide on
?
Exercise 7 USE
Read the first sentence aloud and elicit the missing
preposition (for). Have students work independently to
complete the rest of the excerpts.
Answers
1 for
2 against
3 against
4 on
5 against 6 for
e Exercise 8 ASSESS
Play the audio and ask students to check their answers.
e CD 1, Track 5
CharlotteI see your point, Daniel, but I’d have to argue for animal
testing.
DanielCan’t people just live without cosmetics? I’d prefer that
to buying products that require animals to suffer. Who
can argue against that?
CharlotteWell, these days there are plenty of companies that
have decided against testing on animals. It usually says
so right on the product label. A lot of people insist on
buying only those products.
DanielWe need to encourage people to speak out against
this issue. Animals don’t have any way to defend
themselves. We humans have to stand up for them.
e Exercise 9
1 Read the directions. Ask students to think back to the
discussion about animal testing. Elicit some of the
arguments that each speaker used, and write them on the
board.
2 Put students in small groups. Have them rank the
arguments in order the strongest to weakest, writing their
choices down in a list.
3 If time, move two groups of students together and have
them compare their lists.
Grammar in Context
Question types: subject, direct / indirect, with preposition
GO ONLINE
Read the information in the Grammar in Context box and
ask students to read along silently. After each set of sample
sentences, stop and check comprehension as outlined below:
1 Check comprehension of subject questions. Write on the
board:
John
Mary
Tom
Tell students, This is the age-old sad story—John loves
Mary, but Mary loves Tom. Ask students to form questions
about each of the people in the love triangle. Elicit five
questions. (Who does John love? Who does Mary love?
Who loves Mary? Who loves Tom?)
2 Check comprehension of indirect questions. Write two
direct questions on the board and elicit indirect versions
of each. For example:
Where do you live? (Can you tell me where you live?)
Does the class meet tomorrow? (Do you know if the class
meets tomorrow?)
3 Write an opinion on the board and elicit a more polite way
to frame it.
The soup needs more salt. (Don’t you think the soup needs
more salt? Wouldn’t it be better if the soup had more salt?)
4 Write two statements with a preposition on the
board and ask students to form questions about the
underlined word:
I was talking to Maria. (Who were you talking to?)
I decided on the blue T-shirt. (Which T-shirt did you
decide on?)
5 For additional information, see the Grammar focus on
page 159.
Extra Practice
1 Give students the following situation or write it on
the board:
B is worried about an email from work. A asks questions
about the email and the work situation, including:
• 1 subject question
• 1 direct question
• 1 indirect question
• 1 question with a preposition
A answers the questions.
Emphasize that the questions can appear in any order in
the conversation. Start them off with the first exchange:
A: What’s the matter?
B: I’m worried about this email.
2 Have the students work in pairs to write a conversation
between A and B.
3 Have each pair meet with another pair to perform their
conversation. Ask the listening students to identify each
type of question they hear.
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Exercise 2 ASSESS
Answers
Students’ answers will vary. Sample answers include:
A: Who sent it? (subject question)
B: My boss. He’s mad at me.
A: Really? What did you do? (direct question)
B: I came in five minutes late.
A:Well… don’t you think you should come on time? (indirect
question)
B: Of course, but it was only five minutes. Now he wants to meet.
A: What does he want to talk about? (question with preposition)
B: I don’t know! That’s why I’m worried.
Exercise 10 IDENTIFY
1 Direct students to read the questions and determine
which ones are incorrect.
2 Have the class call out the numbers of the incorrect
questions.
Answers
1 Direct students’ attention to the video stills. Ask them
to discuss the questions with a partner. For the second
question, challenge students to explain how they can tell
whether or not they know each other well.
2 Call on students to share their ideas with the class.
Answers
1 They are in an office.
2 Students’ answers will vary. Sample answers include:
They might know each other well, but their body language
suggests that their relationship is formal.
3 Students’ answers will vary. Sample answers include:
They might be talking about something of an official capacity
because they are in an office and it looks like he is offering to
shake her hand.
r Exercise 3 IDENTIFY
3, 6, 7, 9
Give students a moment to preview the questions. Play the
video. Then discuss the questions as a class.
Exercise 11 ASSESS
Answers
1 Have students work independently to rewrite the
questions correctly.
2 Have volunteers write the revised questions on the board.
Answers
3 What are the scientists looking for?
6 Do you have any idea if that company tests products on
animals?
7 What is the best solution to the problem?
9 What happens when a product is not tested?
t Exercise 12 WHAT’S YOUR ANGLE?
1 Read the directions. Ask students to look at the photos
and identify what people might disagree about with
regard to each one. Elicit some other topics that students
disagree with family and friends about. Write them on
the board.
2 Elicit some of the arguments students have had about
each topic on the board. Find out if they think the
arguments will ever be resolved and why or why not.
1 Andy is planning to apply for an internship in London.
2 Professor Jackson will help by writing him a letter of
recommendation.
3 Professor Jackson recommends that Andy apply for the spring
internship.
4 Andy is worried because the application deadline is
next week.
r English For Real Video Unit 1
Real-World English
Starting a formal conversation
Read the information in the box aloud, modeling the
intonation of the conversation starters. Ask students where
they might use language like the examples (for example, at
work, at a meeting, in a negotiation).
Extra Practice
1 Distribute a “problem” to each student. It’s OK if some
students have the same problem, as long as there is
variety. For example:
Employees are coming
in late.
Lesson 1.4 Talking Things
Through
No one is buying the new One employee keeps
product.
coming in late.
The office is messy.
The computers are
getting old.
Employees are leaving
dirty dishes in the sink.
The receptionist can’t
keep up with the
phone calls.
Student Book pages 12–13
Exercise 1 ACTIVATE
Read the questions aloud. Explain that people you are close
to usually refers to family and friends, while people you aren’t
close to are those you don’t know very well and don’t talk to
about personal matters. Elicit answers from the class.
Answers
The hallway is very dark.
2 Have students walk around the classroom and show their
problem to three or four different partners. Each partner
should reply using one of the openers in the Real-World
English box and follow up with a suggestion.
Students’ answers will vary. Sample answers include:
If I don’t have a close relationship with someone, I might speak
to them in a very formal and polite way. However, if I’m close to
someone, I might speak to them more directly.
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4511186_WA_TG5.indb 10
© Copyright Oxford University Press
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Real-World English Strategies
This chapter helps your students learn how to start a formal
conversation. However, your students may also need extra
practice in how to start an informal conversation.
1 First, ask your students if they can recall a situation
when they were standing next to someone they did
not know very well and experienced an uncomfortable
silence because they didn’t know what to say. What
did they end up saying? What did the other person say
or do?
2 Next, brainstorm some conversation starters that can
be used in different situations, for instance:
- At a party: How did you know the host?
-At a concert: Have you seen this group / this musician
before?
- In a line at a store: The weather has been fantastic lately!
3 As homework, over the course of a week, ask
your students to look for opportunities to start a
conversation with someone they don’t know at all or
someone they don’t know very well. Tell them to record
what they said and how the other person responded.
4 Ask the students to report back and share with the
whole class. Reflect on how they felt in these situations:
was it easy or difficult, and why?
r Exercise 4 ANALYZE
1 Have students read the chart in preparation for listening.
Play the video again and tell them to take notes in the chart.
2 Ask students to go over their notes with a partner. Call on
students to share their answers with the class.
Answers
1 Professor Jackson’s office
2 Fairly well, the professor is glad to see Andy; knows what
Andy did over the summer
3 Their relationship is friendly but formal; Andy is dressed
formally, uses the professor’s title, body language is formal
4 Professor Jackson is advising and helping Andy with his
internship application
5 Polite, formal—Yes, please, I’d like to thank you, Let me start by
saying…
Video Script
r English For Real Video Unit 1
Prof. Jackson
Andy! Come in. Have a seat.
Andy
Hello, Professor Jackson. How are you?
Prof. JacksonFine, thank you. It seems that you had a
productive summer.
Andy
I did. I was very busy.
Prof. JacksonThat’s good to hear. Let me begin by saying
how impressed I am that you’re applying for
this internship in London.
Andy
Thank you, Professor Jackson.
Prof. JacksonIt’s very competitive. And I’ve only had a few
students who’ve applied and gotten hired.
AndyWell, I’d like to thank you for agreeing to write a
recommendation letter.
Prof. Jackson
I’m happy to help. Can I ask about your plans?
AndyRight. I’m thinking about applying for the
summer internship.
May I make a suggestion?
Prof. Jackson
Of course.
Andy
Prof. JacksonI think you should apply for the spring
internship. There are fewer applicants, so, your
chances are better.
AndyThanks, Professor Jackson. That’s good advice.
But, uh, that deadline is next week!
Prof. JacksonTrue. Let me know.
AndyThanks very much. See you! . . . Hey, Max. Are
you busy? I’ve got something I need to talk
through …
Exercise 5 ASSESS
Go over the directions. Ask students to work independently
to label the statements.
Answers
1 I
2 F
4 F
5 I
6 I
Exercise 6 IDENTIFY
1 Have students work independently to circle the language
that helped them decide if a sentence was more formal or
less formal.
2 Tell the students to discuss their answers with a partner.
Call on students to share their ideas with the class.
Answers
1 Can
2 May
3 All right / Let’s
4 I’d like to
5 my ideas
6 get the ball rolling
Exercise 7 INTEGRATE
1 Read the directions. Do the first item together as a class
and write the formal and informal versions on the board.
2 Have students compare their conversation openers with a
partner. Call on students to share their openers with
the class.
Answers
Students’ answers will vary. Sample answers include:
1 May I speak to you in private? / Can I talk to you for a minute?
2 May I ask you a few questions about the project? / Tell me
more about the project.
3 I’d like you to know how impressed I’ve been with your work
lately. / You’ve been doing a great job lately.
4 I’d like to begin by outlining the reasons for this meeting. / Let
me explain why we’re here.
5 May I start the discussion? / Let’s get started.
Exercise 8 APPLY
1 Read the directions. Elicit possible conversation openers
for the first scenario.
2 Have students work independently to write an opener for
each scenario. Call on students to share their ideas. Elicit
two ideas for each scenario.
Answers
Students’ answers will vary. Sample answers include:
1 Is everyone ready? I’ll get the ball rolling.
2 Let’s get started. Who wants to share their ideas for the
project first?
3 Let me begin by saying I’m looking forward to working
with you.
4 May I begin by asking a few questions about your animal
testing policy?
5 I’d like to start by asking how you feel this semester is going.
Exercise 9 INTEGRATE
Have students work with a partner to choose a scenario
and discuss the answers to the questions. Explain that
this is preparation for a role play. Ask them to come to an
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agreement about their answers to the questions but not to
take notes or write the conversation down.
Exercise 10 INTERACT
1 Have the pairs perform their role plays for the class. After
each pair, ask the listening students some of the questions
from Exercise 9. If you have a large class, have the pairs
meet with another pair to perform the role play. Tell the
listening pairs to answer the questions. Rotate the groups
and repeat three or four times.
2 Remind students to go online to create their own version
of the video.
e Exercise 3 IDENTIFY
1 Ask students to read the sentences and choose the
correct completions.
2 Replay the audio so they can check their answers. Have
the class call out the answers.
Answers
1 c
2 c
3 b
4 a
e CD 1, Track 6
Pronunciation Skill
Intonation: Showing Interest
GO ONLINE
Lesson 1.5
A Good Citizen
Student Book page 14
Exercise 1 ACTIVATE
Direct students’ attention to the picture. Have them discuss
the questions with a partner. Call on students to share their
ideas with the class.
e Exercise 2 NOTICE
1 Read the directions. Play the audio and elicit answers from
the class.
2 Ask students how they know she enjoyed the experience.
(She said it was life-changing.)
Answers
Heather worked as a volunteer for an organization that set up
community gardens in local communities. Yes, she enjoyed
the work.
Audio Script
e CD 1, Track 6
HeatherI want to tell you my good citizenship story—In 2015, I’d
just finished college. I wasn’t ready to start a career right
away, so I decided to do some volunteer work in my
community.
FriendWhat a great idea! What made you decide to do that?
HeatherTo me, good citizenship means being involved in the
community. So I called a few local charities and got
accepted as a volunteer for a group that works to
create stronger communities by setting up community
gardens.
FriendOh, wow! That sounds really fun.
HeatherIt really is. I found out I liked gardening, but also there
was just a small group of us and everybody got along
really well. A month into the project, we were all working
on the garden at a site where an old building had been
knocked down. Local people of all ages came out to help
create the garden. Some were retired or unemployed,
and some came after work to help out because they
wanted to meet people and do something worthwhile.
FriendIs that right?
HeatherYeah, it took about three months to build the garden.
And by the end of it, we had new friendships; a lovely,
relaxing community space; and fresh vegetables for
people to enjoy.
FriendSounds like an amazing experience.
HeatherIt was. I’d even say working on that project was a lifechanging experience. It made me realize that being
a good citizen starts with the community. It’s how I
ended up starting a career working for a charitable
organization.
Friend
That’s really great.
HeatherI know! And I now have my dream job.
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4511186_WA_TG5.indb 12
Read the information in the box aloud. Pronounce each
of the expressions in a way that sounds interested and a
way that does not sound very interested. Tell the students
to focus on how your voice pitch rises and falls more
dramatically when you are interested.
Extra Practice
1 Write three categories on the board:
1. Very interested
2. Neutral
3. Bored
Make statements from the Pronunciation Skill box, such
as Oh, really? Say the statement three different ways
and ask students to hold up one, two, or three fingers to
indicate your level of interest.
2 After you have done several examples and determined
that the class can hear the difference, have students try
it with a partner. One person makes a statement and the
other guesses 1, 2, or 3, and then they switch roles.
More to Say…Note
Students often resist using English intonation patterns.
Many students aren’t aware of the important function
pitch changes serve in English, believing that our musical
rises and falls are merely decorative. Students need to
be explicitly told that how they say something is more
important than the words they use. For instance, if a
listener says, “That’s interesting” with flat intonation,
they will sound bored or disinterested to the speaker.
Unfortunately, while native English speakers usually
recognize and allow for grammar and vocabulary errors
from English learners, they do not usually recognize
incorrect intonation for what it is, a mistake. Instead, they
may believe the English learner is simply not interested in
what they are saying.
More to Say…Activity
Focus: Students practice using intonation to show interest
Grouping Strategy: Individual, then changing partners
Activity Time: 15 minutes
Ready,
1 Get enough kazoos for each student in your class, if
available for purchase. You can often buy cheap plastic
kazoos online or at party stores. If they are not available,
students can hum.
2 Gather enough blank index cards for each student.
3 Write some response phrases that indicate interest
on the board, such as: Oh, really? Is that right? That’s
interesting. That sounds great. Cool! No way! Really! Wow!
© Copyright Oxford University Press
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Set…
1 Elicit five to six additional response phrases that
indicate interest from the class.
2 Review the intonation patterns showing interest.
3 Model using the kazoo for students. (They will need to
hum into the kazoo. If they simply blow without turning
on their voices, they won’t be able to produce a sound.)
Tell students that we use kazoos in pronunciation
practice because it takes the focus off the words and
grammar and allows us to pay complete attention to
the intonation, or music, of the phrases.
4 Distribute a kazoo to each student if you are using them.
Go!
1 Read the first response phrase on the board aloud. Then
hum the phrase with the kazoo.
2 Have students chorally hum the phrase using their
kazoos. Remind them to focus on the musical pitch
changes of the phrases.
3 Encourage students to take home the kazoos for
continued practice.
Keep Going!
1 Hand out an index card to each student.
2 Have them write the main points of a 30-second
anecdote or personal story on the index card.
3 Have the students stand up and walk around the room.
As they meet with a partner, instruct them to tell their
partner the short story. Their partner will listen and,
with the kazoo, they should hum one or two response
phrases during the story. Then have the partners
switch roles.
4 Tell students to repeat the exchange with four other
students.
words like so and because in stories? (to show cause-effect) Why
is it important to have enough detail? (so the story is clear) Why
is it important to not have too much detail? (because the listener
will get bored or confused) Why is it important to keep the story
short? (so listeners don’t stop paying attention)
Extra Practice
1 Put students in pairs. Ask them to look through
the Speaking box and think about Heather’s story.
Tell them to discuss whether she followed the six
recommendations for narrating experiences. If
necessary, replay the audio.
2 Call on students to share the results of their discussion.
For number 1, ask students if they think Heather’s story
would have sounded better if she started off, It’s 2015,
I’ve just finished college. I’m not ready to start a career yet,
so I decide to do some volunteer work in my community.
For number 5, ask them to recall some of the details she
included in her story.
Answers
Students’ answers will vary. Sample answers include:
1 Heather didn’t use the dramatic present.
2 Heather set the time and place (college, her local
community).
3 She uses a clear structure (chronological).
4 She establishes that graduating from college is what caused
her to look for volunteer work.
5 She used details such as, The garden was at a site where an old
building had been knocked down.
6 The anecdote was not too long and not too short.
Exercise 6 PREPARE
Read the directions and play the audio. Ask students to
complete the expressions.
1 Read the directions. Call on students to share what they
are going to write about. Make suggestions for students
who don’t have any ideas: a time you helped out at
school, a time you helped a neighbor, or a time you
worked with a community group.
2 Give students time to write their stories. Circulate and help
as necessary.
Answers
Exercise 7 IMPROVE
e Exercise 4 NOTICE
1 great idea
2 sounds really fun
3 right
4 like an amazing experience
5 really great
e CD 1, Track 7
e Exercise 5 BUILD
Replay the audio and have students repeat the expressions.
Ask them to focus on using rising and falling pitch to sound
interested.
e CD 1, Track 7
Speaking
Narrating experiences
GO ONLINE
Read the information in the Speaking box and ask students
to read along silently. Check comprehension. Ask: What tense
do you want to use to make your story more immediate? (the
dramatic present) Why should you provide some background?
(so listeners feel like they’re there) Why do you need a clear
structure? (so the story is easy to follow) Why do speakers use
1 Have students read their stories to a small group. Tell
the listening students to provide feedback based on the
Speaking box. For example, Does the story use dramatic
present? Does it have enough detail? Is it the right length?
2 Have students revise their stories based on the feedback
they received.
Exercise 8 SHARE
1 Shuffle the groups. You can do this by giving each group
member a different colored piece of paper and then
telling students to form groups with others who have the
same color.
2 Review the responses in the Pronunciation Skill box.
Tell students to use the responses as they listen to each
other’s stories.
t Exercise 9 WHAT’S YOUR ANGLE?
Call on students to share a story they found interesting and
to explain why they liked it.
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Unit 1 Review
Student Book page 147
Vocabulary
Exercise 1
Answers
1 e
2 g
3 a
4 c
5 h
6 b
7 d
8 f
GO ONLINE Encourage students to go online to play the
vocabulary game.
Grammar
Exercise 2
2 Have students work independently to write their
paragraphs. Collect and correct their work or put students
in small groups to provide each other feedback. Direct the
group members to tell each writer which arguments or
reasons they found the most convincing.
3 Have students do an image search for a particular person
or for an activity that represents good citizenship to them.
Tell them to print out the picture or save it on their phone.
Have them sit in small groups, show the image, and talk
about the person or activity.
Exercise 7
Tell students to think about how they did on each of the
tasks in Exercise 6 and to complete the sentences. Circulate
and make a note of which skills students feel they need to
improve. Remind students that they can review the online
activities for any skills they need more practice with.
Answers
1 on
2 for / against
3 for
4 on
Exercise 3
Answers
1 I’m riding
2 is sitting
3 gets off
4 notice
5 pick up
6 see
7 has
8 I’m thinking
9 is
10 get off
11 go
Exercise 4
Answers
1 taken
2 Since
3 I’ve been
4 for
5 working
6 contacted
GO ONLINE Encourage students to go online for further
grammar reference and information and to play the
grammar game.
Discussion Point
Exercise 5
Read the quote aloud. Ask students what they consider
the qualities of a good man to be (for example, honesty,
generosity, kindness). Ask them what they consider the
qualities of a good citizen to be. Ask if they are the same.
Answers
Students’ answers will vary. Sample answers include:
Yes, they are the same because honesty, generosity, and
kindness are qualities of good men and good citizens. No,
they are not the same because a person can be helpful to the
community but unkind or immoral at home.
GO ONLINE Encourage students to go online to
listen to the podcast and add their comments to the
discussion board.
Zoom In
Exercise 6
1 Give students a minute to think and make notes about the
issue they want to talk about. Put students in small groups
to discuss their issues. Call on a representative from each
group to tell the class which issues they discussed.
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Wide Angle Teacher’s Guide
Unit Overview
Unit 2 Memory
2.3 Repeat after Me
Introduction to the unit
The title of this unit – Memory – summarizes the main
theme: how we learn and remember.
In Lesson 2.1, students read an article about different
kinds of memory and analyze how memory is used in
narratives. In Lesson 2.2, they read a journal entry about
a childhood memory and then write an entry about one
of their own memories. In Lesson 2.3, students listen to
a lecture on memorization strategies and discuss the
strategies they have used. In Lesson 2.4, teachers use the
Real-World English Strategies to help students conduct a
group discussion. Lesson 2.5 summarizes what students
have learned about the theme of memory. They listen to
a group discussion about memorization strategies and
then use the skills they’ve learned throughout the unit to
conduct their own group discussion.
Lessons
2.1 It’s All in the Mind
Reading Skill Recognizing and understanding chronology
Grammar in Context Narrative tenses
Vocabulary Development Noun suffixes
Pronunciation Skill Word stress in longer words
• Identify chronology markers in a narrative
• Use narrative tenses to discuss kinds of memory
• Define and use vocabulary presented in the reading
• Identify the word stress in long nouns
• Discuss the use of different techniques to show concepts
related to time and memory in books and TV shows
2.2 I Remember When
Grammar in Context Past perfect simple versus past perfect
continuous
Writing Skill Discourse markers for time and sequence
• Identify past perfect simple and continuous in a
journal entry
• Learn new vocabulary in context (Oxford 5000)
• Use past perfect forms and discourse markers in a
journal entry
Listening Skill Understanding a speaker’s audience and
purpose
Grammar in Context Habits and routines
• Listen for audience and purpose in a lecture
• Use language for habits and routines to talk about
memorization techniques
• Define and use vocabulary related to memorization
techniques (Oxford 5000)
2.4 Pictures from the Past
Real-World English Listening and participating in a group
discussion
• Analyze a group discussion
• Conduct a group discussion using clarification and
follow-up questions
2.5 Repetition, Repetition, Repetition
Speaking Critiquing and reviewing
Pronunciation Skill Using cadence (speaking speed) and
intonation to express certainty or hesitation
• Identify information from a group discussion
• Participate in a group discussion
Resources
Class Audio CD 1, Tracks 8–12
Workbook Unit 2, pages 8–14
Oxford Readers Correlations
Black Beauty (9780194657174)
Teacher's Resource Center
Assessments: Unit test
Class video
English For Real video
Grammar focus
Grammar Worksheets
Oxford Reference Worksheets: upper / lower
Vocabulary cards
Newslea articles
Word list
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Unit Opener
r Video Script
Student Book page 15
The photo on page 15 shows a teacher working with a small
group of children. The photograph relates to the unit theme
and subsequent exercises because it represents different
kinds of learning. There is a white board and a computer.
Some of the children are watching the teacher, others are
just listening, and one is looking at his paper as he listens.
Because the picture is of children, it also suggests the idea of
childhood memories.
Photographer
Edu Bayer
Edu Bayer is a New York-based award-winning
documentary photographer. With more than 10 years of
experience in several countries, he has worked for most
leading international outlets like The New York Times,
National Geographic, Time, The New Yorker, The Wall Street
Journal, Newsweek, Aljazeera, El País Semanal, Foreign
Policy, Le Monde and The Guardian, among others. He is
the recipient of accolades such as Picture of The Year,
Pulitzer Prize Finalist, and Arts for Social Improvement La
Caixa. Edu recently published the books Microcatalalunya
about rural life, and Els fets de l’1 d’Octubre (the events of
October 1) about the independence struggle in Catalonia.
He has shown his photography in exhibits in New York,
Berlin, Budapest, Havana, Hong Kong, Valparaiso, and
Barcelona. Born in Barcelona, Edu studied Chemical
Engineering and also holds a master’s degree from the
Danish School of Media and Journalism.
Unit Snapshot
1 Direct students’ attention to the first question. Elicit a
definition of memorable (easy to remember). Call on
volunteers to share their ideas about what makes some
things easy to remember. Explain that you’ll be reading an
article about different kinds of memory in Lesson 2.1.
2 Elicit students’ answers to question 2. Tell them that they
will be writing about a childhood memory in Lesson 2.2.
3 For question 3, elicit some examples of how students go
about learning new vocabulary or other things they need
to remember. Explain that you’ll be watching a lecture
about memorization techniques in Lesson 2.3.
Discussion Questions
1 Direct students’ attention to the questions below the
picture. Encourage students to offer their opinions and
stress that there are many ways to answer.
2 Optionally, before asking students to answer the
discussion questions, show the photographer video
where Edu Bayer answers some of the questions from
his perspective. Play it for students as many times as
needed to check comprehension and discuss any
vocabulary items.
Answers
Students’ answers will vary. Sample answers include:
1 Yes, because we’ve been playing them over in our minds for
years. / Not necessarily, it depends on the memory.
2 Yes, we can improve our memories by rehearsing information.
3 A bad memory can cause you to be distrustful or fearful when
you encounter similar circumstances later.
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4511186_WA_TG5.indb 16
This is a class in the tiny, tiny village of Mura, in Spain.
Because there are not so many people in the school, they
only have two courses. One is up to nine years old, and the
other one, which is in the photo, is from ten until twelve.
And this, in particular we’re seeing the English lesson.
I believe so, yes. Freedom and innocence relatively vanish as
we grow. I like the quote that says that “we are from where
our child memories come from” because childhood is a
crucial and very special period that shapes the foundation of
every person.
I think the ideal is a combination of them both. Old learning
practices emphasize memorizing but, in the Google era,
I think it has less relevance. Skills are flexible tools for
navigating situations that may arise while memories remind
us of the past failures and also help us form our own identity.
Honestly, I have quite a bad memory and I keep forgetting
things all the time and this is something that worries me
quite often. Luckily, I do photos that I think will remain.
Unit Opener Exercise
1 Direct students to read the questions. Give them a couple
of minutes to make notes.
2 Have students discuss their answers with a partner.
Tell them to give examples to support their answer to
question 3.
3 Call on students to share their ideas with the class.
Real-World Goal
By the end of this unit, students will be able to attend an
online or in-person talk because they will have practiced
listening to a lecture, understanding a speaker’s purpose,
identifying discourse markers and narrative tenses, and
participating in group discussions.
Lesson 2.1 It’s All in the Mind
Student Book pages 16 – 18
Exercise 1 ACTIVATE
1 First, direct students’ attention to the title of the lesson,
and ask if they know what “It’s all in the mind” means (a
play on the expression “It’s all in your mind,” meaning that
it’s in your imagination or not real). Ask students what they
think the lesson will be about. Direct their attention to the
picture. Ask: What is she doing? (She’s making a list, trying
to remember the third item.)
2 Read the directions. Have students work independently to
rate the items from easiest to most difficult to remember.
Exercise 2 INTERACT
1 Read the instructions and direct students to share their
ratings with a partner and discuss the questions.
2 Take a class poll to see how many people ranked any of
the items a 7 (most difficult to remember).
3 Call on students to share their ideas about why some things
are easy / difficult to remember and what strategies they use.
© Copyright Oxford University Press
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Reading Skill
3 Call on students for the answers. Elicit the time
relationships shown by the tenses and the meanings of
the linking words and time expressions.
Recognizing and understanding chronology
GO ONLINE
1 Explain that chronology is the order of events. Read the
information in the Reading Skill box aloud.
2 As you read about narrative tenses, provide examples:
Past tense showing order of events: I drove to the store. I
parked my car. I got a shopping cart and went in.
Continuous tense showing events that were in progress:
As I was walking into the store, an employee handed me a
coupon.
3 Provide some additional information about the example
linking words:
Consequently means as a consequence (result).
Subsequently means afterward.
Both consequently and subsequently are normally used
only in formal contexts. So and as a result are much more
common.
Suddenly means without warning.
Immediately means right away.
Gradually means slowly.
Answers
1 We had been driving all night. Consequently, I was exhausted.
2 My bike had gotten a flat tire, so I ended up walking home in
the rain.
3 Back then, things were different. I didn’t used to worry who
was looking over my shoulder.
4 I knew we’d met once before, but I couldn’t recall the
woman’s name. Gradually, it came to me.
5 He lost his job and subsequently his home.
6 Suddenly there was a crashing noise from the back yard!
Exercise 4 INTEGRATE
OXFORD REFERENCE
1 Read the directions and tell students to think about the
questions as they read the article on page 17. Tell them
to mark any vocabulary that they don’t understand but to
continue reading.
2 Call on students to share their ideas with the class.
Exercise 5 APPLY
I opened the door.
1 Have students work independently to find one or two
examples of how the writer shows chronology.
2 Ask students to share their ideas with a partner.
3 Call on several students to share what they found with
the class.
A man stood there.
Exercise 6 IDENTIFY
I screamed.
1 Have students work independently to mark the sentences
as true or false. Ask them to correct the false sentences.
2 Have the class call out the answers. Elicit a correction for
each false sentence.
Extra Practice
1 Put students in small groups. Cut up and scramble a set
of simple sentences. Provide each group with one set.
A mouse jumped out of the package.
I heard a knock at the door.
I sat down to eat.
Answers
He handed me a package.
I opened the package.
I ran into the kitchen.
2 Tell students that the sentences describe events that
happened. They need to form them into a story by
changing verb tenses and using linking words. Tell them
to use pronouns as needed.
3 Have a representative from each group read their
completed story to the class. Have students vote on the
best story.
Answers
Students’ answers will vary. Sample answers include:
As I was sitting down to eat, I heard a knock at the door. I
opened the door and a man was standing there. He handed
me a package. I was opening the package when suddenly a
mouse jumped out of it. I immediately screamed and ran into
the kitchen.
Exercise 3 IDENTIFY
1 Read the directions and ask students to identify the tenses
and linking word in number 1 (past perfect continuous;
consequently).
2 Have students work independently to complete the
exercise.
1 F (Most of our memory is taken up by information not
connected to personal experience.)
2 T
3 T
4 F (It probably happens when, even though a situation is new,
a number of its features have been experienced before.)
5 F (It’s when you forget where you met someone before.)
t Exercise 7 WHAT’S YOUR ANGLE?
1 Briefly tell students about your own experiences with the
different kinds of memory.
2 Have students talk to a partner or small group about
which experiences from the article they’ve had before.
3 Call on individuals to share the results of the discussion.
Grammar in Context
Narrative tenses
GO ONLINE
1 Direct students to read the information in the Grammar in
Context box.
2 Provide examples of the narrative tenses and ask students
to explain the difference between each one:
When I walked into the room, the students left. (First I walked
in, then they left.)
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When I walked into the room, the students were leaving.
(I walked in and the students left at the same time.)
When I walked into the room, the students had left. (First the
students left, then I walked in.)
3 For additional information, see the Grammar focus on
page 160.
Extra Practice
1 Find photos for students to write about. Choose photos
that have people in them; for example, search for an
unhappy couple, a family in a car, a frazzled waitress, a
person reading, someone walking in the rain, and kids
on a roller coaster. Choose enough photos so that each
group of three students has one to work on. Distribute
the photos to the groups.
2 Tell the groups to write a sentence about the picture
using two verbs, at least one of which is in the past
perfect or past continuous form. Tell them it’s fine to
imagine events that happened before the photo was
taken. For example, for the picture of the unhappy
couple, they might write: She was upset because he had
spent all of their money at the hardware store; or He was
looking in the refrigerator when he discovered she had
finished the pie.
3 When they finish their sentences, have the groups
exchange pictures with another a group. Tell them
to write a new sentence about the picture that
is completely different from what the previous
group wrote.
4 Once they have exchanged pictures three or four times,
have the final group share the picture with the class and
read the sentences aloud.
Exercise 8 IDENTIFY
1 Read the directions. Ask students to work independently
to find and write the examples of each tense.
2 Have students talk about their answers with a partner. Call
on students to share the answers with the class.
Answers
Simple past
happened, had, reached, felt, knew, couldn’t remember
Past perfect
I’d been, had lived, hadn’t, had met
Past continuous
was walking
Time expressions
Suddenly, When
Exercise 9 APPLY
1 Read the directions. Remind students to use the simple
past, past continuous, or past perfect. Have them work
independently to complete the sentences.
2 Ask students to compare and discuss their answers with a
partner.
3 Call on students to read the completed sentences aloud.
Answers
1 happened
2 was walking
18
3 found
4 had
Wide Angle Teacher’s Guide
4511186_WA_TG5.indb 18
5 told
6 was working
Vocabulary Development
Noun suffixes
GO ONLINE
1 Direct students to read the information in the Vocabulary
Development box.
2 Say and have students repeat the example words.
Elicit any related words that students know and their
part of speech. For example, optimism (noun); journal
(noun); relate (verb); conscious (adjective); suspect (verb);
machine (noun).
Extra Practice
1 Assign each student a number 1, 2, 3, 4, 5, or 6. Tell
them to look up and be prepared to teach the meaning
of a new word ending with one of the suffixes. Assign
the suffixes by number: number 1 -ist, number 2 -ship,
number 3 -ion, number 4 -ism, number 5 -ness, and
number 6 -ry. They can look up words with the suffixes
online by searching for, for example, “noun suffix -ist.”
Then they look up the word in the dictionary.
2 When they are ready, form groups with students who
each have different suffixes, and have them teach each
other their words.
Exercise 10 APPLY
1 Read the first sentence aloud and elicit the answer. Ask
students to work independently to complete the activity.
Allow students access to a dictionary as they work.
2 Call on volunteers to write the answers on the board.
Answers
1 awareness
2 supervision
3 citizenship
4 imagery
5 vocalist
6 optimism
Exercise 11 IDENTIFY
1 Read the directions. Have students work with a partner to
find and circle the words in the article.
2 Call on students to share the answers with the class. If
possible, project the text, and have students circle the
examples. Elicit the meanings of the words.
Answers
1 relationships
2 mechanism
3 action
4 imagery
5 effectiveness
6 awareness
Exercise 12 EXPAND
1 Have students work in pairs to make lists of other words
they know with these noun suffixes. (For example:
specialist, tourism, partnership, happiness, nursery)
Encourage them to only write words they already know
even if they can’t think of an example for every suffix. Tell
them not to look up and write unfamiliar words just to get
a complete list.
2 Have each pair compare their list with another pair.
3 Create a master list for the class by writing the suffixes on
the board and eliciting examples from the groups until
they run out of ideas. Discuss the meanings of the words
on the board.
© Copyright Oxford University Press
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Answers
Students’ answers will vary. Sample answers include:
-ist
scientist, pianist
-ship
friendship, hardship
-ion
television, devotion
-ism
tribalism, activism
-ness
kindness, madness
-ry
archery, chemistry
e Pronunciation Skill
Word stress in longer words
GO ONLINE
Go!
1 Put students into pairs.
2 Have the students write the numbers 1 through 10
down the left-hand side of their second blank piece
of paper.
3 Tell the students to decide who will be Student A and
who will be Student B.
4 Have Student A dictate the words on his or her paper
to Student B. Have Student B mark the stress pattern
using big and small circles (following the example in
the Pronunciation Skill box page 18 of the Student
Book) of each word. After Student A has read all of
his / her words, have them compare the stress patterns
on Student A’s paper with the stress patterns Student
B heard.
5 Have students switch roles.
1 Direct students to read the information in the
Pronunciation Skill box.
2 Have them identify the stress mark in the dictionary
definition. Ask if it comes before or after the stressed
syllable (before).
3 Point out that the stress pattern for comfortable reflects
the way it is normally pronounced (as three syllables
rather than four).
4 Play the audio. Have students listen, and then listen again
and repeat.
5 Elicit examples of other words with same stress pattern
as connection (remember, awareness) and comfortable
(vegetable, attitude).
e Exercise 13 IDENTIFY
e CD 1, Track 8
Extra Practice
Exercise 14 ANALYZE
1 Ask students to work with a partner to underline
the stressed syllables in the words in the Pronunciation
Skill box.
2 Demonstrate that stressed syllables are longer than
unstressed syllables by clapping out the rhythm of each
word. Have students clap along as they repeat the words.
1 Read the directions. Say and have students repeat each of
the example words.
2 Have students work with a partner to add the words to
the chart. Walk around as students work, repeating the
pronunciation of the words if necessary. Alternatively,
allow students access to their dictionaries to look up the
pronunciation patterns for each word.
More to Say…
Answers
1 Play the audio and ask students to underline the stressed
syllable.
2 Ask students to write the stress pattern for each word.
3 Have volunteers write the stress patterns on the board.
Have the students repeat the words.
Answers
1 scholarship (Ooo)
2 significance (oOoo)
3 mechanism (Oooo)
4 commentary (Oooo)
e CD 1, Track 9
Focus: Students practice using word stress in
longer words
Grouping Strategy: Pairs
Activity Time: 25 minutes
1 (Ooo) relevance, willingness, racism, strategist, sponsorship
2 (oOo) appearance, transmission
3 (oOoo) relationship, attentiveness
4 (ooOo) competition, indecision
5 (Oooo) optimism, pessimism
Ready,
Prepare two blank pieces of paper for each student.
e Exercise 15 INTEGRATE
Set…
1 Hand out the two pieces of papers to each student.
2 Tell them to individually make a list of 10 words that
contain three syllables or more on one piece of paper.
3 Have them use their dictionaries or access the Oxford
Advanced American Dictionary on their smartphones
to look up the stress pattern of each of their words. Tell
them to mark the stress on the same piece of paper.
5 Have students switch roles.
1 Play the audio and have students check their answers.
Elicit any questions or doubts.
2 Replay the audio and have students repeat the words.
e CD 1, Track 10
relevance
appearance
relationship
competition
optimism
willingness
© Copyright Oxford University Press
4511186_WA_TG5.indb 19
pessimism
racism
transmission
strategist
sponsorship
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Exercise 16 INTEGRATE
Exercise 4 VOCABULARY
1 Have students work with a partner to try to add more
words to the chart. Tell them to look through the
Student Book pages for ideas but not to look up words
online or in a dictionary.
2 Have each pair share their work with another pair.
3 Elicit their ideas for each column and write them on
the board.
1 Tell students to discuss the meanings of the words in the
box with a partner. Remind them to use the context of the
journal entry to help them understand the words.
2 Call on volunteers to say what the words mean. Say and
have students repeat the words, emphasizing the stress
pattern.
3 Elicit any other vocabulary questions that students had
from the reading.
Answers
Students’ answers will vary. Possible answers include:
1 vocalist
2 politeness
3 discovery
4 superstition
5 activism
t Exercise 17 WHAT’S YOUR ANGLE?
1 Read the directions. Ask students what a flashback in a
movie or book is (when action from a time before the
main narrative is shown). Explain that when we talk about
a flashback memory, we are describing a short, vivid
memory of the past, whereas a flashback in a movie or TV
show can be quite extended. Some TV shows even have
flashback episodes.
2 Put students in pairs or small groups to discuss their ideas.
Call on students to share with the class.
Lesson 2.2
I Remember When
Student Book pages 19 – 21
Oxford 5000 words
anxiety
astonishing
charming
colorful
deck
distracted
enjoyable
Exercise 5 IDENTIFY
1 Read the first sentence aloud and elicit the answer. Have
students work independently to complete the exercise.
2 Call on volunteers to read the completed sentences aloud.
Answers
1 distracted
2 enjoyable
3 anxiety
4 charming / colorful
5 deck
6 astonishing
Exercise 6 INTERACT
Ask students to discuss the sentences in Exercise 5 with
a partner and to share any similar experiences. Listen to
students’ conversations. Take note of any errors you overhear
that you may want to review at the end of the activity or
at the end of class. Avoid interrupting at this stage to help
encourage fluency.
Exercise 7 INTEGRATE
Exercise 1 ACTIVATE
1 Direct students’ attention to the photos. Read the
directions and have students discuss the photo with a
partner.
2 Call on students to share their ideas with the class.
Answers
Students’ answers will vary. Sample answers include:
1 They are playing.
2 He’s riding a tricycle.
3 She’s eating an ice cream cone.
They are all happy.
Exercise 2 INTEGRATE
1 Direct students’ attention to the photo in the journal
entry. Ask students what they think it will be about. Have
them read the journal silently. Tell them to mark unfamiliar
vocabulary and explain that you will answer vocabulary
questions later.
2 When they have finished reading, ask students to talk to a
partner about the questions. Monitor their conversations
to get a sense of what students have understood and
what they will need help understanding.
3 Call on students to share their ideas with the class.
t Exercise 3 WHAT’S YOUR ANGLE?
1 Read the directions. Give students time to write three
or four sentences. Monitor their progress and assist as
needed.
2 Put students in small groups to share their sentences.
3 Call on students and ask them to share something they
heard from one of their group members.
Grammar in Context
Past perfect simple versus past perfect continuous
GO ONLINE
1 Read the information in the box aloud and ask students to
read along silently.
2 Check comprehension with example sentences. Write on
the board:
I ___ for three hours when my co-worker finally came in.
The job was easy for me because I __ at a similar company
before.
Tell students the verb is work and elicit the correct form
for each example (had been working / had worked).
Ask students to explain why each form is correct. (In
number 1, I was still working when the co-worker came in;
in number 2 the action is completed / in the past.)
3 For additional information, see the Grammar focus on
page 160.
Read the questions aloud. Ask students to discuss them with
a partner.
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© Copyright Oxford University Press
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Extra Practice
1 Put students in teams of four. Give each group a sheet
of paper. Explain that you will write a sentence on the
board, and each group member needs to write a followup sentence, two in past perfect simple and two in the
past perfect continuous. They should work together,
but they must take turns writing the sentences. The first
group to produce four correct and logical follow-up
sentences is the winner. Possible sentences to write on
the board:
a Jon went to Tahiti last summer.
b Carla was late to class yesterday.
c Sam finished work at 3:00 p.m.
2 As soon as one group says they are finished, ask
everyone to stop writing. Have the group read their
sentences. If any of verb forms are incorrect or if any of
the sentences don’t make sense with the one on the
board, the team doesn’t win and the round continues.
Answers
Students’ answers will vary. Sample answers include:
a He had never been there before. He had always wanted to
visit Tahiti. He had been saving his money for a long time. He
had been planning the trip for ages.
b She had slept through her alarm. She had missed the bus. She
had been talking to her boyfriend. She had been looking for
her backpack.
c He had worked hard all day. He had never finished that early
before. He had been working as fast as he could. He had been
rushing all day.
Exercise 8 IDENTIFY
1 Have students work independently to choose the best
verb tense for each sentence.
2 Call on students to read the completed sentences aloud.
Answers
1 had always wanted
2 hadn’t been driving
3 Had your family moved
4 hadn’t visited
5 had been fishing
t Exercise 9 WHAT’S YOUR ANGLE?
1 Read the directions aloud. Explain the word trigger in this
context (to cause a particular reaction or development).
Model an example of a childhood memory that this lesson
made you think about. (For example, This lesson reminded
me of visiting my grandmother at her home when I was a kid.
We used to go there every Saturday. She lived in an old house
with lots of colorful rugs.)
2 Put students in pairs or small groups to share their
memories.
Answers
1 had gone
2 had been walking
3 had been running
Writing Skill
GO ONLINE
Discourse markers for time and sequence
1 Direct students to read the information in the box, or have
students read along silently as you read the information.
2 Check comprehension. Ask students what the purpose
of an expression like when I was young, or back when I was
a student is (to set the scene). Ask what the purpose is
of words like meanwhile and immediately (to show time
relationships between events). Ask what the purpose is of
words like first, next, and then (to show sequence).
Extra Practice
1 Pass out one of these words from the Writing Skill box
to each pair of students. It’s OK if some pairs have the
same word.
in the past
when I was
young
back then
before
after
as soon as
immediately
suddenly
while
meanwhile
at the same time at last
2 Provide the students with a context. For example,
say, Imagine you are writing a story about a trip to an
amusement park that you took as a child. Tell the pairs to
write two sentences from the story and to include their
assigned word.
3 Have the pairs exchange papers. Tell them to check the
other pair’s sentences for errors and to correct anything
they think is wrong.
4 Have the students pass the papers again to a new pair.
Continue passing until everyone has had a chance to
read (and correct) most of the sentences. While students
are passing the papers, circulate and check for errors that
aren’t being caught or that are being badly corrected.
Discuss these with the class.
Exercise 11 IDENTIFY
1 Have students discuss the questions with a partner.
Suggest that they look through the text in Exercise 10 for
examples.
2 Call on students to share their examples of discourse
markers with the class.
Exercise 12 ANALYZE
Exercise 10 INTEGRATE
1 Tell students to quickly read over the whole story
before they begin filling in the verbs. Have them work
independently to write each verb in the past perfect
simple or continuous.
2 Have students compare their answers with a partner. Ask
them to explain each choice.
3 Call on students to say the answers and explain why they
chose past perfect simple or continuous.
1 Tell students to read through the journal entry on page 21
again and to underline the discourse markers.
2 Have students compare their answers with a partner and
discuss how they helped with understanding the story.
3 Call on students to share the discourse markers they
found and to say whether they are setting the scene,
showing sequence, or showing time relationships.
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4 had started
5 had been following
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Listening Skill
Answers
Students’ answers will vary. Sample answers include:
Setting the scene: one year when, back then, to this day
Showing sequence: after dinner, at first, then, finally
Showing how events relate in time: while, suddenly, all of a
sudden
t Exercise 13 WHAT’S YOUR ANGLE?
1 Read the instructions. Ask students to discuss their
memories in small groups.
2 Write sight, sound, smell, and taste on the board as column
heads. Elicit some of the examples that students came up
with and write them in each column.
Exercise 14 PREPARE
1 Read the directions. Go over steps 1-4. Tell students that
these are note-taking steps. Give them time to work on
those four steps and take notes. Tell them not to begin
writing their journal entry yet. Circulate and assist as
needed.
2 Once students have their notes, tell them to write the
journal entries.
Exercise 15 IMPROVE
Read the checklist aloud. Ask students to look through their
essays and make corrections as necessary before they check
off the items on the list.
Exercise 16 SHARE
1 Read the directions. Check comprehension of what
they are and are not going to do. For example, Are you
correcting your partner’s grammar? (no) Are you looking
for spelling mistakes? (no) Are you going to tell your partner
what is interesting about his or her memories? (yes) Are you
going to tell your partner about any similar experiences that
you have had? (yes)
2 Have students exchange essays with a partner and
provide feedback.
Lesson 2.3
Repeat after Me
Student Book pages 22 – 23
Understanding a speaker’s audience and purpose
GO ONLINE
1 Direct students to read the information in the Listening
Skill box.
2 Elicit examples of some of the listening situations
described in the box. For example, What might you listen to
that’s meant for members of the public? (a podcast) Where
might you hear something meant for experts? (a professional
conference) Where might you hear a speaker whose purpose
is to report? (at a work meeting)
Extra Practice
1 Find pictures of speakers in different situations, for
example, a physician’s conference, a college art history
lecture, a contractor talking to homeowners, a tech
presentation, a business meeting, a boss addressing
workers on a factory floor, a salesperson talking to
customers. Give one picture to each group of three or
four students.
2 Tell the groups to come up with answers to these
questions, using their imaginations.
a. Who is the speaker?
b. Who is the audience?
c. What is the speaker’s purpose?
d. What does the audience expect from the speaker?
(For example, they expect to learn about …, to get
information about …)
3 Have each group present their picture and answers to
the questions to the class.
r Exercise 3 IDENTIFY
1 Read the instructions. Play the video and ask students to
answer the questions.
2 Have students talk about their answers with a partner.
Then call on students to share their answers with the class.
Answers
1 the best way to memorize information
2 a lecturer
3 to teach memorization strategies
4 students
Video Script
r A lecture about memorization techniques 1
Exercise 1 ACTIVATE
1 Direct students’ attention to the lesson title. Ask them
where they might hear the phrase “Repeat after me.” (in a
language classroom).
2 Read the directions. Tell students about someone you
know with a good memory and the kinds of things they
remember. Give them a minute to take notes on their own
ideas and examples.
Exercise 2 INTERACT
1 Have students discuss what they wrote about with a
partner.
2 Call on volunteers to share their stories with the class.
Hello, everyone. Today I’m going to talk about something important
to everyone here – actually, it’s important to students all over
the world. I’m going to tell you about the best way to memorize
information, based on how the brain works. I’ll evaluate three
strategies for remembering the material you study. I’m sure you all
want to hear about these strategies, so let’s get started.
r Exercise 4 IDENTIFY
1 Tell students that they will now watch the rest of
the lecture. Ask them to read over the statements in
preparation for listening.
2 Play the video and have students choose the answers.
3 Call on students to read the answers aloud.
Answers
1 c
22
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4511186_WA_TG5.indb 22
2 a
3 b
4 b
5 c
© Copyright Oxford University Press
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Video Script
Grammar in Context
r A lecture about memorization techniques 2
Habits and routines
The first strategy for remembering what you’re studying is
called visual inspection. Look very closely at what you’re trying
to memorize. Look at the shape and color. For example, notice
the triangle shape of the capital letter A, to remember a name
like Anderson that begins with A. For some people, it’s easier to
remember the triangle than the new name. Functional MRIs showed
that people who used the visual inspection memory strategy were
using a region towards the back of the brain that identifies what the
eye encounters. It tells us what we’re looking at. And it also stores
memories about how objects look. So, now we know that you can
create new memories about images on purpose.
The second successful strategy for quick memorization is called
verbal elaboration. Make up a sentence or a word about what you’re
trying to remember. So, an example of that is the name ROY G. BIV.
Roy is not a real person. The letters in the name list the order of
colors in a rainbow – red, orange, yellow, green, blue, indigo, violet.
For most people, it’s a lot easier to remember the name Roy G. Biv
than to memorize that long list of colors. It’s a smaller volume of
information to remember. The functional MRI showed that people
using verbal elaboration to memorize objects were using the part of
the brain involved with language. It tells us what words mean – and
it can remember new words, too.
The third memorization strategy is very simple. It may seem like
an odd thing to do in the middle of the day, but here it is: after
you study, but before your test, go to sleep! Research has shown
that our brains use sleep to deal with the constant stream of new
information we get. Our brains don’t have room to store all of that
material forever. New memories are located in the hippocampus
region of the brain, but they don’t stay there for long. They’re
replaced by even newer memories pretty quickly. To remember
something for a long time, the information needs to move from
the hippocampus to the neocortex. That’s where the brain stores
information more permanently. And napping pushes information
from the hippocampus to the neocortex. The memories change from
short-term to long-term memories while you sleep.
I’ve talked about three methods for memorizing information: visual
inspection, verbal elaboration, and taking a nap. Functional MRIs
have shown that different parts of the brain are involved in each of
these strategies. I hope that one of them, or maybe all three, will
help you prepare for your next test!
Exercise 5 INTEGRATE
1 Put students in small groups. Read the directions. Draw
students’ attention to the bulleted list.
2 Tell the groups to discuss the questions. Encourage them
to be as specific as possible about why they were able to
remember certain things.
3 Ask one person from each group to share some of the
results of the discussion.
r Exercise 6 INTERACT
Play the video again for students to check if their memories
were correct. Call on students to share anything they missed
the first time around.
r A lecture about memorization techniques 1 and 2
t Exercise 7 WHAT’S YOUR ANGLE?
Read the directions. Have students discuss their ideas with
a partner. Call on students to share something that was the
same or different about them and their partner.
GO ONLINE
1 Read the information in the Grammar in Context box
aloud and ask students to read along silently.
2 After you read each example from the box, elicit an
additional example or two from the class. For example:
1. My new job was difficult at first because I wasn’t used to
so much pressure.
2. My boss is always asking me to stay late at work.
3. I never miss class.
4. When I was a kid, we would go to the park every weekend.
5. I used to work at the mall.
3 For additional information, see the Grammar focus on
page 160.
Extra Practice
1 Tell the students to think of something they are used
to, are getting used to, or have gotten used to doing.
Explain that when you say, “Go!” they need to circulate
around the room telling as many different people as
they can the same sentence until you say, “Stop!” Explain
that they shouldn’t go too fast, because they need to
understand and remember what their partners said.
2 Say “Go!” and wait until every student has talked to three
or four people before you say “Stop!” Call on a student
and ask them to tell you who said what. (For example,
Maria said she’s getting used to waking up early every
morning.) If the student you call on can remember what
three people said, tell them they’ve won the round.
3 Repeat the activity with present continuous to express
annoyance, would, and used to. For the last two rounds,
tell students to include an adverb of frequency.
Exercise 8 IDENTIFY
Direct students’ attention to the profiles and comments.
Tell them to underline examples of be / get used to, present
continuous with always, continually, or constantly, and
adverbs of frequency.
Answers
1 would sometimes try, would often use
2 I am always worrying, I usually stay up
3 used to always try to get us to use, we’d be fooling around
Exercise 9 INTEGRATE
Have students compare their answers from Exercise 8 with
a partner.
t Exercise 10 WHAT’S YOUR ANGLE?
1 Read the directions. Tell students to discuss each of the
comments with their partners and talk about how it is or is
not similar to their own experience.
2 Call on volunteers to share their answers with the class.
Exercise 11 INTEGRATE
Have students look at sentence number 1. Elicit possible
answers from the class. Have students work independently
to complete the exercise.
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Answers
Answers
Students’ answers will vary. Sample answers include:
1 When we were children, my brother would always get into
trouble. / When we were children, my brother always used to
get into trouble.
2 You (would) often study all night for exams in college. / You
often used to study all night for exams in college.
3 Teachers teach students strategies for studying, but
sometimes the students do not listen. / Teachers used to
teach students strategies for studying, but sometimes the
students would not listen.
4 When my family lived in the country, my mother would work
in the garden. / When my family lived in the country, my
mother used to work in the garden.
5 While Ken lived in Japan, he would write in his journal before
bed. / While Ken lived in Japan, he always used to write in his
journal before bed.
1 In a university classroom
2 Classmates, friends; they know each other fairly well (as
classmates)
3 Schoolwork
4 Andy is leading; the other students are listening to him
Exercise 12 INTERACT
1 Have students compare their answers with a partner.
2 Call on students to read their sentences aloud. For each
one, ask if anyone else has something different. Discuss
any differences between the versions.
t Exercise 13 WHAT’S YOUR ANGLE?
1 Read the questions. Have students discuss the answers in
small groups.
2 Call on students to share their experiences with the class.
Exercise 14 VOCABULARY
1 Read the directions. Read the first sentence aloud and
elicit a possible definition of accurately based on the
context (correctly). Ask students to find the correct
definition below (1-e).
2 Have students work independently to complete the
exercise. Call on students for the answers.
3 Have the class repeat the words. Elicit the stress pattern of
each word.
Oxford 5000 words
accurately
adequate
boosting
strategy
permanently
trigger
2 b
Lesson 2.4
the Past
3 d
4 c
5 a
6 f
Pictures from
Exercise 1 ACTIVATE
Read the directions. Elicit answers from the class. Students
may participate in group discussions in the classroom, with
friends or at work. Ask them how these discussions are
different from each other.
Exercise 2 ASSESS
1 Direct students’ attention to the video stills. Ask them to
discuss the questions with a partner.
2 Call on students to share their ideas with the class.
Wide Angle Teacher’s Guide
4511186_WA_TG5.indb 24
Answers
1 The effects of social media on pop culture
2 No
3 They ask for more information, e.g., “Can you say more?”
4 Nodding, shaking head, gesturing with hands
Video Script
r English For Real Video Unit 2
EmmaHello, everyone. Let’s continue with our discussion on the
effects of social media on pop culture.
AndyRight. I’ve been thinking about how people become famous
just by posting a photo or video online. Don’t you all think
that’s interesting?
Dave Can you give us an example?
Andy Sure. Like, the re-creation photography trend.
Sue
What do you mean by “re-creation photography"?
AndyOK. Well, recently, there were four siblings who became
famous for recreating photos from their childhood. They
wore similar clothing and stood in the same position. Do you
know what I mean?
DaveI saw that on my newsfeed.
AndyAnd the other thing is videos. … What are your thoughts on
that, Max?
MaxRight. I believe teenagers think they’ll get famous by posting
photos or videos online. It’s a bit dangerous.
Andy Can you say more about that? Anyone?
Dave I don’t think everyone posts online to become famous.
Andy Emma, you’re shaking your head. Do you disagree?
Emma Some people post just for fun!
Max
Like us, right Andy?
AndyLook! That’s me, Kevin, and Max during our first year, at our
apartment. And here we are… last week!
Max
That’s exactly right, Andy! Then and… now!
1 Have students talk about their answers to the questions
in Exercise 3 with a partner. Tell them to give a reason for
each answer.
2 Direct the pairs to read the Real-World English box and
identify any ideas they had already mentioned.
Real-World English
Student Book pages 24 – 25
24
1 Tell students to read the questions in preparation for
listening.
2 Play the video. Have students work independently to write
answers to the questions.
Exercise 4 INTEGRATE
Answers
1 e
r Exercise 3 IDENTIFY
Listening and participating in a group discussion
1 Read the examples in the box aloud, modeling the polite
intonation. Elicit endings for the clarification questions. For
example,
Do you mean last week’s meeting?
Are you saying that we should read the article again?
What do you mean by “unusual”?
2 Explain that most of these expressions could be used
in a formal or informal discussion; however, point out
that That’s similar to what happened… and I read a related
article… are both quite formal.
© Copyright Oxford University Press
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Extra Practice
1 Write I think that… In my opinion…, and One time I… on
the board and ask students to write an ending for each
sentence.
2 Write expressions from the Real-World English box on
the board:
Do you mean…?
Are you saying that…?
What do you mean by…?
What is the reason for that?
How did that happen?
That’s similar to what happened…
3 Have students stand and make one of their three
statements to a partner. Tell the partners to respond with
one of the expressions from the board. Then have them
switch partners and repeat four or five times. Encourage
them to use a different response each time.
Real-World English Strategies
Participating in a group discussion can vary among
cultures. In some cultures, people politely wait for their
turn, and, in more formal contexts, even raise their hand
if they want to speak. In other cultures, there may be an
overlap of people’s voices, with a person starting to speak
while the other person is still talking. As pointed out in the
Real-World English box, one member of the group often
assumes the role of the “leader,” which can be particularly
helpful if people of different cultural backgrounds
participate in a group discussion.
Pair up your students so that they work with someone
1
from a different culture, if possible. Draw the following
line on the board to illustrate the spectrum of behaviors
when participating in a group discussion:
Wait quietly for
your turn
Verbally or
Interrupt / start
nonverbally
speaking before
indicate that you
the other person is
have something
done
to say
2
Tell each pair to discuss and compare their behaviors
when participating in a group discussion. Remind them
that the behaviors in the visual above are just examples
and that other behaviors are possible, too.
3
Next, ask students if they would feel comfortable being
the leader of a discussion. How about the students who
indicated that they feel they belong more towards the
“quiet” end of the spectrum? How comfortable would
they be?
Together, talk about the role of the discussion leader
4
(e.g., make sure that everyone has a chance to speak
up, interrupt a person who is trying to dominate
the discussion, etc.), and brainstorm some useful
expressions a person in this role may need (e.g., So
[person’s name], what do you think about the issue?, What
makes you say that?, This is an interesting point of view.
What does everyone else think?, etc.).
5
Finally, divide the students into small groups of 3-5 and
list a few topics on the board your students may find
controversial. Tell your students to discuss each topic in
turn, with students taking turns being in the leader role.
Exercise 5 ANALYZE
1 Read the functions in the box aloud and ask students to
identify which one goes with number 1 (a).
2 Have students work independently to complete the
exercise.
Answers
1 a
2 a
5 d
6 a, c
7 a
Exercise 6 INTEGRATE
Have students read the sentences in Exercise 5 together,
focusing on polite intonation. Ask the partners to share and
discuss their answers.
Exercise 7 EXPAND
1 Read the directions. Do the first item together as a class.
Have the partners match the questions and answers.
2 Have the class call out the letter of the correct answer for
each question. Elicit the function.
Answers
1 b, asking for clarification
2 c, introducing a new topic
3 e, introducing a new topic
4 d, inviting someone’s opinion or response
5 a, asking a follow-up question
6 f, inviting someone’s opinion or response
Exercise 8 IMPROVE
1 Have students practice the questions and answers with a
partner. Tell them to switch roles and repeat.
2 Call on a pair to read each question and answer aloud.
Provide feedback on intonation.
Exercise 9 PREPARE
1 Read the three topics aloud. Ask the pairs to decide on a
topic together.
2 Ask for a show of hands for each topic (to make sure that
there will be at least two pairs for every chosen topic).
3 Tell the pairs to work together to write some ideas and
opinions about the topic they chose.
Exercise 10 PREPARE
1 Call out each topic and have the pairs who chose it raise
their hands and then sit together in groups of four.
2 Review the language in the Real-World English box.
Tell students to have a discussion about their chosen
topic, being sure to include clarification and follow-up
questions. Circulate and make notes of areas that students
need help with.
Exercise 11 SHARE
1 Invite a group to repeat their discussion, or have another
version of their discussion, for the class. Alternatively,
assign specific roles or functions to each member of the
group, and have them act out a discussion for the class.
2 Remind students to go online to create their own version
of the video.
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4511186_WA_TG5.indb 25
3 b
4 e
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Lesson 2.5 Repetition,
Repetition, Repetition
Student Book page 26
Exercise 1 ACTIVATE
Have students discuss the questions with a partner. Then
give students some time to write down their ideas. Tell
students to save their written responses to use later in the
lesson.
e Exercise 2 IDENTIFY
1 Read the directions. Play the audio and elicit answers from
the class.
2 Ask if the students having the discussion asked follow-up
and clarification questions.
Answers
Students’ answers will vary. Sample answers include:
The discussion is about memorization. Three students are
participating. They mention using flash cards, reviewing before
bed, taking pictures of the board, recording the information they
want to remember, and writing things down.
Audio Script
e CD 1, Track 11
Woman 1OK, are we all already to start?
Women 2 and 3Yes, I’m ready. / Yes …
Woman 1Great, so today’s discussion is on memorization
techniques. Last week, we all agreed to share
some of the techniques that work for us when
we’re studying for a test. Maria, would you like
to start?
Woman 2Sure. I have a couple of techniques that work
really well for me. I’m a big fan of using flash cards
to review information.
Woman 3I’ve tried using flash cards, but I never keep it up
for very long.
Woman 2Well, there are some tricks to it. You have to keep
them with you at all times. That way you can take
them out and review when you’re on the bus
or train, waiting in line at the supermarket, or
wherever. I even sleep with my flash cards.
Woman 3Hmm. I don’t know… I think… that may be taking
it a bit too far.
Woman 2No way. Just before bed is the best time to study
new information. It’s scientifically proven. When
you go to sleep, your brain works to store the
information in your long-term memory so you
can recall it later.
Woman 1I actually agree with that. I find reviewing before
bed helps me too. I always use my phone to take
a picture of the board at the end of every lecture.
Then just before I go to bed that night, I look at
the picture and copy the notes into my notebook.
It works really well for me!
Woman 3Mmm. It sounds interesting, but I’m just not
sure… I don’t know if it’d work for me because I’m
not a very visual person.
Woman 2
OK… What do you mean by…“visual person”?
Woman 3I mean, I don’t find it so easy to see pictures in
my mind. I even have a hard time remembering
people’s faces if I haven’t met them more than
a few times. Sometimes it’s embarrassing. I see
someone on the street and they start talking to
me as if they’ve known me forever, and I just don’t
recognize them.
Woman 2OK, I can understand that. So, what technique do
you use?
26
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4511186_WA_TG5.indb 26
Woman 3Well, I’m more likely to remember things I hear. I
use the recording feature on my phone. I record
information I want to remember and then listen
to it later. I find exercise or movement helps me
focus, so I often listen to the recorded information
when I’m at the gym. I record my own voice
saying the information – I think that helps too…
Woman 1Hmm. I wonder… It seems like I’d get distracted if
I tried to memorize important information while
working out. You know another way to memorize
things is to write it several times. You have to use
a pen or a pencil, though, and write it on paper. It
doesn’t help you remember as well if you type it
on the computer.
Woman 3Definitely. Writing things down really helps me
remember …
e Exercise 3 IDENTIFY
1 Ask students to read the questions in preparation for
listening again.
2 Replay the audio and tell students to write their answers
to the questions.
Answers
1 to help them prepare for tests
2 flash cards
3 keep them with you at all times, and review them before bed
4 They say studying just before they go to sleep is a good way
to study new information.
5 She remembers things she hears better than things she sees.
e CD 1, Track 11
Exercise 4 INTEGRATE
Put students in pairs to compare and explain their answers.
Circulate and provide feedback on students’ use of
clarification questions.
Speaking
Critiquing and reviewing
GO ONLINE
1 Ask students to follow along silently as you read the
information in the box aloud.
2 Check comprehension: Ask, Why it is important to consider
the pros and cons or different angles of a topic before
discussing it? (to help you recognize whether the points
others make are valid)
3 Say and have students repeat the example phrases in the
box, modeling appropriate intonation.
Extra Practice
1 Write several statements of opinion on the board
regarding classroom procedures that will be easy for
students to talk about, for example:
a Students should turn off their phones in class.
b Students who speak a language other than English in
class should put money in a jar (for the class to use at the
end of the year).
c Students should sit with new partners every day.
2 Elicit some pros and cons for each argument from
the class.
3 Pair the students. Assign the pro and con sides. (For
example, say that every student who is sitting on the left
facing you is the “pro” side.)
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4 Tell students to have a quick debate about Topic A and to
use at least one of the sentences from the Speaking box.
After a minute, tell them to switch to Topic B and after
another minute to Topic C.
5 Have them switch pro / con roles and repeat the activity.
Exercise 5 INTERACT
1 Read the directions. Elicit the names of the techniques
that the speakers mentioned and write them on the board
as column heads. Make a chart like this:
flash cards study before
bed
pic. of
board
record
audio
write
pro
con
2 Have students work in small groups to discuss the pros
and cons of each method and to talk about whether it
would work for them.
3 Call on a representative from each group to share some of
the ideas they discussed.
they want to say. Have them read through their chosen
paragraph and mark slashes where they would hesitate.
2 Have the students read the paragraph to their partner,
including the planned hesitations. The partner should
read along silently and mark the hesitations.
3 When they have both finished, tell them to compare
the paragraphs to see if they put all of the slashes in the
same places.
Exercise 7 INTERACT
1 Have students read through their notes and consider the
pros and cons of one of the memorization techniques
they discussed in Exercise 1. Tell them to flesh out their
notes as necessary and correct language errors.
2 Tell students to discuss the pros and cons of their
technique with a partner.
Exercise 8 INTEGRATE
Have each pair meet with another pair to discuss the
memorization techniques. Before they begin, review the
language in the Speaking box.
t Exercise 9 WHAT’S YOUR ANGLE?
Pronunciation Skill
Using cadence (speaking speed) and intonation to express
certainty or hesitation
GO ONLINE
Read the questions aloud and elicit answers from each
group. If students say they do not feel more confident, ask
them what they think would help.
1 Read the information in the Pronunciation Skill box aloud.
Model the cadence of the examples in the box.
2 Make several statements and have students say whether
you feel sure or unsure. Repeat the same statements
with a different cadence to demonstrate how it affects
meaning.
I think that’s a valid argument.
This technique would work well for math, or maybe
science facts.
This article was probably written a long time ago.
e Exercise 6 IDENTIFY
1 Play the audio for number 1 and elicit where students
should mark slashes to indicate the speaker’s hesitation.
2 Have students work independently to complete the
exercise.
Answers
1 I don’t know, / I think / that may be taking it a bit too far.
2 No. Just before bed is the best time to study new information.
3 I actually agree with that. I find reviewing before bed helps
me, too.
4 Mmm. It sounds interesting, but I’m just not sure… /
5 OK / What do you mean by / “visual person”?
6 OK, I can understand that. So, what technique do you use?
7 Hmm. I wonder. / It seems like I’d get distracted if I tried to
memorize important information while working out.
e CD 1, Track 12
Extra Practice
1 Put students in pairs. Tell them to look at page 23,
Exercise 8. One student will read the paragraph under
Monica Ellis and one will read the paragraph under
Yang Lin. Tell them to imagine that they are saying this
information “off the cuff,” so they will include some
hesitation and uncertainty as they remember what
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Unit 2 Review
Student Book page 148
Vocabulary
Exercise 1
Answers
1 ness
2 ry
3 ship
4 ism
5 ion
Exercise 2
Answers
1 boosting
2 permanently
3 strategy
4 adequate
5 anxiety
6 charming
GO ONLINE Encourage students to go online to play the
vocabulary game.
Grammar
Exercise 3
but it turned out it was a different place.) Give students
a minute to think about their idea. Put students in small
groups to tell their stories. Call on a representative from
each group to tell one interesting thing they heard from
the group.
2 Have students work independently to write their
paragraphs. Collect and correct their work or put students
in small groups to provide each other feedback. Direct the
group members to tell each writer whether they would
use the same method.
3 Have students do an image search for a particular person
who they know has had a memorable experience or for an
activity that they think would be memorable. Tell them to
print out the picture or save it on their phone. Have them
sit in small groups to share and talk about the image.
Exercise 7
Tell students to think about how they did on each of the
tasks in Exercise 6 and to complete the sentences. Circulate
and make a note of which skills students feel they need to
improve. Remind students that they can review the online
activities for any skills they need more practice with.
Answers
1 came / had come
2 had been
3 decided
4 got
5 had left
10 wondered
11 had happened
12 didn’t know
13 had woken up
6 had gone
7 had passed
8 knew
9 has been
Exercise 4
Answers
Students’ answers will vary.
GO ONLINE Encourage students to go online for further
grammar reference and information and to play the
grammar game.
Discussion Point
Exercise 5
OXFORD REFERENCE
Read the quote aloud. Ask students what the author might
mean when he says that memory is a monster (for example,
it’s powerful, it can hurt you). Ask what he means by “it has
you” (for example, it controls you). Ask if they agree and why.
Answers
Students’ answers will vary. Sample answers include:
Yes, our memories control us and shape us because they affect
how we think about everything.
No, we have control over how we respond to our memories and
we don’t actually remember everything.
GO ONLINE Encourage students to go online to
listen to the podcast and add their comments to the
discussion board.
Zoom In
Exercise 6
1 Explain what it means to have your memory “play a trick
on you” (when you remember something falsely). Give an
example from your own experience. (For example, I went
to a restaurant and was sure that I had been there before,
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Wide Angle Teacher’s Guide
Unit Overview
Unit 3 Discoveries
3.4 That’s a Good Point, But…
Introduction to the unit
The title of this unit – Discoveries– summarizes the main
theme: the different kinds of discoveries we make.
In Lesson 3.1, students read an article about the discovery
of lost cities. In Lesson 3.2, they read an article about
another scientific discovery—why some animals live
long lives. They then write a summary of the article in
Lesson 1. In Lesson 3.3, students listen to and discuss
a podcast about a scientific discovery—the ability to
record dreams. In Lesson 3.4, teachers use the Real-World
English Strategies to help students practice agreeing
and disagreeing. Lesson 3.5 summarizes what students
have learned about the theme of discovery. They listen
to a group discussion about the Nazca Lines in Peru and
then use the skills they’ve learned throughout the unit to
conduct their own group discussion.
Lessons
3.1 Going Back in Time
Reading Skill Previewing longer texts
Grammar in Context Contrast clauses
• Use collocations related to natural disasters (Oxford 5000)
• Preview an online article about lost cities
• Use contrast clauses to discuss past civilizations
Real-World English Agreeing and disagreeing
• Use expressions for agreeing and disagreeing
• Conduct a group discussion using expressions for
agreeing and disagreeing
3.5 Mysteries of the Past
Speaking Supporting opinions with evidence and examples
• Identify information from a group discussion
• Participate in a group discussion about discoveries
Resources
Class Audio CD 1, Tracks 13–20
Workbook Unit 3, pages 15–21
Oxford Readers Correlations
20,000 Leagues Under the Sea (9780194613880)
Teacher's Resource Center
Assessments: Unit test, Progress test
English For Real video
Grammar focus
Grammar Worksheets
Oxford Reference Worksheets: upper / lower
Vocabulary cards
Newslea articles
Word list
3.2 Living Longer
Grammar in Context Articles
Writing Skill Summarizing
• Use articles with proper nouns
• Read and discuss an online article
• Write a summary of an article
3.3 In Your Dreams
Listening Skill Dealing with unknown words while listening
Grammar in Context Determiners and quantifiers: each of,
every one of, either…or, neither…nor, either of, neither of
Vocabulary Development Phrasal verbs
Pronunciation Skill Linking
• Use strategies for dealing with unknown words while
listening
• Use determiners and quantifiers
• Use separable and non-separable phrasal verbs
(Oxford 5000)
• Identify and use vowel-to-consonant linking
• Discuss the most important discoveries ever made
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Unit Opener
Answers
Student Book page 27
The photo on page 27 shows Chinese passengers on a ship
after they have been evacuated from Libya. It relates to the
unit theme of discoveries because the people had been
traveling and discovering a new part of the world when their
visit was interrupted, and because for the viewer, learning
about this event in the past is also a discovery.
Photographer
Gianni Cipriano
Gianni Cipriano (b. 1983) is a Sicilian-born independent
photographer based in Napoli, Italy. His work focuses
on contemporary social, political and economic issues.
Gianni regularly works for The New York Times and has
been documenting the ongoing upheaval in Italian
politics for L’Espresso weekly magazine since 2013. His
editorial work has also appeared in Time, Wired, The Wall
Street Journal, Le Monde Magazine, The Guardian Weekend
Magazine, MSNBC.com, Io Donna, Ventiquattro, IL, Courrier
International, Vanity Fair, and Esquire, among others. After
studying aerospace engineering and architecture, he
graduated from the Documentary Photography and
Photojournalism Program at the International Center
of Photography in New York in 2008. He has received
recognition and awards from POYI (Picture of the Year
International), American Photography, New York Photo
Awards, International Photography Awards and the Ian
Parry Scholarship. Gianni’s work has been showcased
in group exhibitions in venues such as the Rencontres
d’Arles, FOLI Lima Biennale of Photography, MOPLA, and
Lumix Festival for Young Photojournalism.
Unit Snapshot
1 Direct students’ attention to the first question. Elicit
examples of ancient civilizations. Call on volunteers
to share their ideas about what we can learn from
them. Explain that you’ll be reading an article about
ancient civilizations in Lesson 3.1.
2 Have students brainstorm a few recent discoveries and
elicit their answers to question 2. Tell them that they
will be reading and writing about new discoveries in
Lesson 3.2.
3 For question 3, have students guess several answers.
Explain that you’ll be listening to a podcast about a recent
dream discovery in Lesson 3.3.
Students’ answers will vary. Sample answers include:
1 No, people discover things with instruments like telescopes
and scientists make discoveries in labs.
2 People like to know about how ancient civilizations lived.
3 Students' answers will vary. Sample answers include:
vaccines, antibiotics, electricity
r Video Script
This photo shows some of the 2,000 Chinese passengers
waiting aboard a ship in the port of Valletta, Malta, for the
arrival of charter flights that will take them back to China
after evacuating Libya. According to a port official, the ship
evacuated more than 2,000 Chinese nationals, 13 Maltese,
20 Croatians, four Vietnamese, and two Italians from
strife-torn Libya.
People are interested in discoveries about the past because
they reveal who we are as a human species, where we come
from, what our habits were, and how we lived. Discoveries
reveal who we are and can help us better understand
ourselves and how to live our lives.
The exploration of space and discoveries made thanks to
the Apollo missions, the Discovery missions, and the Hubble
Telescope are the ones that changed my life. At a very
young age I developed an interest in space and aeronautics
that lasted until my early 20s, when I signed up for a
degree in Aerospace Engineering in Italy. I am definitely still
interested in space though I don’t really read about it as
much as I used to.
Unit Opener Exercise
1 Direct students to read the questions. Give them a couple
of minutes to make notes.
2 Have students discuss their answers with a partner.
Tell them to give examples to support their answer to
question 3.
3 Call on students to share their ideas with the class.
Real-World Goal
By the end of this unit, students will be able to discover a
new place in town because they will have read and listened
to texts about discoveries and learned vocabulary and
grammar to be able to talk about them meaningfully.
Lesson 3.1 Going Back in Time
Discussion Questions
Student Book pages 28 – 30
1 Direct students’ attention to the questions below the
picture. Encourage students to offer their opinions and
stress that there are many ways to answer.
2 Optionally, before asking students to answer the
discussion questions, show the photographer video
where Gianni Cipriano answers some of the questions
from his perspective. Play it for students as many times
as needed to check comprehension and discuss any
vocabulary items.
Exercise 1 ACTIVATE
1 First, direct students’ attention to the title of the lesson,
and ask if they would like to go back in time and, if so,
where they would go.
2 Say and have students repeat the words in the box.
3 Have students work with a partner to match the words
and the pictures. Elicit the answers.
Answers
Top row (left to right): tornado, earthquake, flood
Bottom row: volcanic eruption, forest fire
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Exercise 2 VOCABULARY
1 Read the instructions. Have students work independently
to complete the exercise. Ask them to check their work
with a partner.
2 Call on students for the answers.
3 Say and have students repeat the words in the chart as
collocations (total ruin, widespread panic, etc.).
Answers
1 complete, total, utter
2 destruction, ruin
3 widespread
4 disorder, panic
Oxford 5000 words
utter
widespread
destruction
disorder
panic
ruin
Exercise 6 INTEGRATE
1 Read the instructions and remind students of the meaning
of gist. Tell them not to write more than four sentences.
2 Call on several volunteers to read their summaries to
the class.
Exercise 7 IDENTIFY
Direct students to read the questions first and then look
through the article for the answers. Tell them to note their
answers in their notebooks.
Answers
Exercise 3 INTEGRATE
1 Read the directions and ask students to talk to a partner
about the disasters in the photos.
2 Call on students to share their ideas with the class.
Encourage them to use the collocations. (For example,
Tornados sometimes cause widespread destruction in the
midwestern United States.)
Reading Skill
Previewing longer texts
GO ONLINE
1 Read the information in the Reading Skill box aloud.
2 As you read, check comprehension. For example, ask
students what gist means and ask them to identify the
title, bold headings, and first and last paragraphs of
the reading on page 29. Have the class repeat the 5W
questions.
Extra Practice
1 Find two articles online by searching for “historical
natural disasters.” Look for articles that have at least one
subheading and one photo or illustration. Make enough
copies of each so that you can give one copy to each
group of three students.
2 Put students in groups. Give half of the groups one
article and half the other. Tell the groups to preview
the articles by following the steps in the Reading Skill
box. Then have them discuss the answers to the “5W”
questions. Explain that they will not have enough time
to read the article carefully and should answer as well as
they can based on the preview. Set a time limit (around
three minutes, depending on the length of the article).
3 Call time and have the groups meet with another group
that read a different article. Tell them to explain what
they think their article is about to the other group.
Exercise 4 APPLY
1 Read the directions and tell students to preview, but not
read, the article. Assign a time limit of 30 seconds.
2 Have student close their books or cover the article and
talk to a partner about what the article is about.
Exercise 5 IDENTIFY
2 Ask students to tell a partner if they already knew
about any of the lost cities.
OXFORD REFERENCE
1 Have students read the article. Tell them to mark any
vocabulary they want help with but not to stop and
look it up.
1 on the Bay of Naples in Italy, / Pompeii, a well-known city of
economic importance; Herculaneum, smaller fishing town
2 They were buried by the eruption of the volcano, Mount
Vesuvius.
3 It’s helped them develop conservation techniques and the
use of computerized archaeological methods.
4 They believe the city benefited from skilled urban planning
and a high standard of living, was built on man-made
mounds to keep it safe from floods; almost every house
contained a water supply and bathing area; the inhabitants
were probably wealthy.
5 They have not been able to confirm exactly who occupied
the city, and in spite of suggestions that the civilization ended
in complete ruin as a result of floods, there is no real evidence
to confirm this.
6 They found the ruined city with the help of new scanning
technology called a LIDAR machine, which uses lasers to build
3D images of an area.
Exercise 8 INTERACT
1 Have students discuss the answers to Exercise 7 with a
partner. Elicit any questions or disagreements that came
up in their discussion.
2 Ask if students have any vocabulary questions about
the reading.
t Exercise 9 WHAT’S YOUR ANGLE?
1 Read the directions. Put students in small groups to
discuss the questions. Appoint a discussion coordinator
in each group and tell that person to make sure that
everybody speaks.
2 Circulate and encourage students to participate with
follow-up questions.
Grammar in Context
Contrast clauses
GO ONLINE
1 Read the information in the Grammar in Context box
aloud and ask students to read along silently. After each
sample sentence introducing the contrast clauses, pause
and elicit possible sentence endings using the same
adverb. For example:
Even though I didn’t sleep much last night,
In spite of the long journey,
… despite working long hours.
Despite the fact that he stayed up all night, …
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While traveling to new places is exciting,
… , whereas his brother has never traveled at all.
Complete the sentences with students’ ideas.
2 Read the information at the bottom of the box, and then
underline despite and in spite of in your examples on the
board and ask students to identify the form that comes
after these words (noun / gerund). Point out that all of
the other words are followed by clauses. Have students
identify the subjects and verbs.
3 For additional information, see the Grammar focus on
page 161.
Extra Practice
1 Write a set of clauses on the board or give a copy to each
group of three or four students:
I don’t like to eat late at night
the movie was terrible
we had a lot of fun at the beach
some students get very nervous before an exam
she really loves her job
our vacation was great
2 Explain that these are the main clauses, and that they
need to add a contrast clause to each one, using while,
even though, although, whereas, despite, and in spite of
(once each).
3 Do the first one together as practice. Have the students
brainstorm several contrast clauses to go with number 1
(for example, Even though I get hungry, or While I
sometimes get hungry before bed).
4 Give each group five small slips of paper. Tell them to
write one contrast clause for each main clause on the
board. They should not write the main clause or number
their work.
5 When the groups are finished, have them exchange
papers with another group. Tell the groups to decide
which main clause each contrast clause goes with.
6 Call on students from each group to read one or two of
the resulting sentences. Check with the writers if the
match was what they intended. Make any necessary
corrections.
Answers
Students’ answers will vary. Sample answers include:
While I do get hungry after dinner,…
Even though my favorite actor was in it, …
Although it rained all day, …
…, whereas others just don’t worry about it.
…, despite the low pay.
…, in spite of the terrible weather.
1 Read the first sentence aloud and elicit the answer. Ask
students to work independently to complete the activity.
2 Call on students to read the completed sentences aloud.
Answers
3 While
4 Despite
5 whereas
Exercise 11 INTEGRATE
1 Read the directions. Have students work independently to
complete the exercise.
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Answers
1 despite / in spite of
2 Even though
3 Despite
4 while / whereas
5 in spite of / despite
t Exercise 12 WHAT’S YOUR ANGLE?
1 Elicit examples of past civilizations and disasters from the
class. Write the ideas on the board.
2 Ask students to choose one or two of the ideas on the
board and discuss what they know about it with a partner.
3 Call on volunteers to share some new information they
learned from their partner.
Lesson 3.2 Living Longer
Student Book pages 31 – 33
Exercise 1 ACTIVATE
1 Direct students’ attention to the title and the photos. Elicit
the names of the animals (tortoise, jellyfish, bird, koi).
2 Read the directions and have students discuss the photos
with a partner. Call on students to share their ideas with
the class.
Exercise 2 INTEGRATE
1 Remind students of what they need to do to preview a
text—read the title, look at the first and last sentence of
each paragraph. Give students 30 seconds to preview;
then ask if they know anything about the topic.
2 Have students read the article. Tell them to mark any
vocabulary they would like to ask about but to continue
reading.
t Exercise 3 WHAT’S YOUR ANGLE?
Read the questions aloud. Ask students to discuss them with
a partner.
Exercise 4 IDENTIFY
1 Direct students to read through all of the questions. Ask
them to find which question is answered first (the 5th).
2 Have students work independently to order the questions.
Remind them to scan the article for key words in each
question.
Answers
Exercise 10 IDENTIFY
1 even though
2 in spite of
2 Have students compare and discuss their answers with a
partner. Elicit any questions.
3–Why do scientists think Greenland sharks live so long?
2–How did the researchers feel about the shark discovery?
7–What surprised Herman Pontzer and his team of researchers?
4–What is the principle that explains why humans live so long?
1–What was the discovery regarding Greenland sharks? When
did it happen?
6–What are some of the facts related to Pontzer’s study?
5–Who conducted the 2014 study? How did they do it?
8–What will Pontzer’s study help us understand better?
Exercise 5 INTEGRATE
1 Have students compare their answers to Exercise 4 and
then discuss the answers to the questions.
2 Call on students to share the answers with the class.
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Grammar in Context
Exercise 9 ASSESS
Articles
1 Have students discuss the examples they found with their
partners.
2 Call on the winners of the race to share their examples
with the class and explain the article usage.
GO ONLINE
1 Read the information in the Grammar in Context box
aloud and ask students to read along silently.
2 After the sections about the, ask students to provide
additional examples. (For example, ask them to name
another ocean, mountain range, plural country, and hotel.)
3 After the section on no article, write I’ve never been to __
on the board. Ask students to complete the sentence with
a country, continent, lake, mountain, city, and university.
4 For additional information, see the Grammar focus on
page 161.
Extra Practice
1 Write noun categories on the board: city, country,
continent, mountain range, mountain, ocean, river, valley,
desert, hotel, museum, planet, lake, street, university.
2 Have students stand in a circle. If you have a large class,
you may want to make two or three circles. Bring a soft
ball or other item to throw.
3 Call out one of the noun categories and toss the ball
to a student. The student needs to say a sentence that
names something in the category. For example, if you
say, mountain range, the student can say, I have never
been to the Andes. Then tell the student to call out a new
category and toss the ball to someone else. Continue
around the circle until all of the categories are used up.
(If you have one circle, you can erase the categories as
students use them to make this easier to keep track of.)
Exercise 6 INTEGRATE
1 Have students work independently to complete the
exercise.
2 Call on volunteers to read the sentences with
blanks aloud.
Answers
1 Ø
2 the
3 the
4 Ø
5 the
6 Ø
7 Ø
t Exercise 7 WHAT’S YOUR ANGLE?
1 Read the directions and have students discuss them with
a partner.
2 Call on students to share their ideas with the class.
Exercise 8 INTEGRATE
1 Read the directions and elicit the meaning of proper noun
(a name). Tell students not to look at the article until you
say, “Go.” Tell them to say, “Done!” to their partners as soon
as they’ve found two examples.
2 Call on students to share their examples with the class.
Answers
Article
the Mediterranean Sea; the United States, the Beth Israel
Deaconess Medical Center
No article
Japan, DNA, Boston, Earth
Writing Skill
GO ONLINE
Summarizing
1 Direct students to read the information in the Writing Skill
box, or have students read along silently as you read the
information.
2 Check comprehension:
Ask students why they should think about what the reader
needs to know before they write a summary (helps them
plan what to include).
Ask what paraphrasing is and how to do it (don’t use the
writer’s exact words; change grammar and use synonyms).
Ask how they should plan a summary (read the article,
write questions that are answered, answer the questions).
Extra Practice
1 Tell students that they are going to listen to a story
and then write a summary of it. Explain that it is not
a dictation. They can take notes but shouldn’t try to
write every word because you will only read it twice at a
normal speed. To prepare them for listening, explain that
you are going to talk about the Galapagos tortoise. Write
those words on the board and elicit what they know
about the Galapagos Islands.
2 Read this story twice, pause for about 30 seconds so
students can take notes, then read it again.
The Galapagos tortoise is the longest living tortoise. They
live about 100 years in the wild, and some individuals have
lived more than 150.
In the 16th century there were about 250,000 of these
tortoises, but their numbers declined until the 1970s, when
there were only about 3,000 of them left. This decline was
caused by a combination of factors. People hunted them for
meat, farmers cleared away the plants they ate, and newly
introduced animals like goats and pigs competed with
them for food.
In the 20th century, people began conservation efforts,
and the tortoises have come back. It is now estimated that
there are about 19,000 of them.
3 Give students a minute to make notes.
4 Elicit the important questions a summary of this story
should answer. (For example: Where do the tortoises
live? What are they known for? What happened to them
in the past? What is their situation now?)
5 Have students work in groups of three or four to write a
summary of about four sentences.
6 Ask several group representatives to read their summary
to the class. Discuss their use of paraphrasing and
whether they answered the important questions.
t Exercise 10 WHAT’S YOUR ANGLE?
1 Read the directions and ask students to discuss the
questions with a partner.
2 Call on students to share their ideas. If students don’t
bring it up, point out that using a writer’s words without
credit is plagiarism.
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Exercise 11 INTEGRATE
e Exercise 2 IDENTIFY
1 Read the directions and ask students to read and discuss
the summary with a partner.
2 Call on students to share their ideas with the class.
Read the directions. Play the audio and elicit the answers
from the class.
Exercise 12 APPLY
The program is about recording dreams. Dr. Brianna Clark is
going to give information about it.
1 Read the directions and ask students to analyze the
summary using information from the Writing Skill box.
2 Call on students to share examples from each point in the
Writing Skill box.
Answers
Students’ answers will vary. Sample answers include:
synonyms: figure out --- estimate
grammar changes: a study provided confirmation ----- a study
confirmed
paraphrasing: It is thought that the sharks’ slow pace of life
contributes to their long lives --- It is believed that Greenland
sharks live for a long time because of their slow pace of life.
1 Read the directions. Have students work independently to
write questions about the article on page 29.
2 Call on students to share some of their questions with the
class. Discuss which questions might be the most useful
for guiding summary writing.
Remind students to review the information in the Writing
Skill box. Have them work independently to write their
summaries.
Exercise 15 IMPROVE
Read the checklist aloud. Ask students to look through
their essays and make corrections or additions as necessary
before they check off the items on the list.
Exercise 16 SHARE
1 Read the directions. Remind students that they are
looking for skills their partners have used and other things
they have done well in their essay.
2 Have students exchange essays with a partner and
provide feedback.
In Your Dreams
Student Book pages 34 – 35
Exercise 1 ACTIVATE
1 Direct students’ attention to the lesson title. Ask them if
they dream a lot.
2 Read the directions. Tell students to talk to a partner about
the questions.
Answers
Students’ answers will vary. Sample answers include:
I remember my dreams at least once a week. I usually remember
the people in the dream and what I felt like.
Wide Angle Teacher’s Guide
4511186_WA_TG5.indb 34
e CD 1, Track 13
HostDo you remember your dreams vividly but wish you could
go back and watch them again later like a TV program or
movie? Or are you one of those people who feels frustrated
that you can’t remember your dreams at all? Whether we do
or don’t remember our dreams, we all dream, so researchers
have spent many years trying to find out if our dreams can
be recorded. Well, apparently, they have now figured out a
way to do this, and we’ve invited sleep expert Dr. Brianna
Clark to take us through the process. Dr. Clark, welcome to
the show.
1 Have students read the questions in preparation for
listening. Tell them to note their answers as they listen.
Play the audio.
2 Have students talk about their answers with a partner.
Then call on students to share their answers with the class.
Answers
Exercise 14 WRITE
34
Audio Script
e Exercise 3 INTEGRATE
Exercise 13 PREPARE
Lesson 3.3
Answers
1 Her team has finally arrived at a method that works for
creating a video of people’s dreams.
2 volunteers at Brown University
3 Volunteers wore an EEG device to detect brain activity while
they were sleeping. When the device indicated dreaming, the
researchers woke the volunteer up briefly and asked what
they were dreaming about. The process was repeated 200
hundred times for each volunteer, and then the images were
recorded on a database on the supercomputer. After the
initial monitoring period, the researchers showed them the
images they had recorded and scanned their brains again to
measure their emotional responses.
4 It’s likely to be a long time in the future.
5 It could be used for medical purposes or to see whether
direct brain-computer communication is a future possibility.
Audio Script
e CD 1, Track 14
Dr. Clark Thank you. I’m happy to be here today.
HostSo, you’ve actually come up with a way to record dreams
on video. Is that really possible?
Dr. ClarkIt certainly looks that way, and I’m really excited about
it. Researchers have tried out many different approaches
over the years. Every one of our experiments brought us
a little closer to the result we wanted, [slight pause] and
now we’ve finally arrived at a method that works.
HostYes. I’m sure you and your team went through a lot
together before you ended up finding success.
Dr. ClarkWe sure did. Sometimes there were differences of
opinion, but we worked things out together. They’re very
dedicated, professional researchers.
HostCould you go over the basic process for our listeners?
How do you go about recording someone’s dream?
Dr. ClarkWell, we use technologies like EEG and magnetic
resonance imaging, or MRI, to observe the brain as it
processes images. EEG measures electrical activity in the
brain. MRI can be used to observe changes in blood flow
related to brain activity. We hook up these machines
to a supercomputer, which can then create a video of
whatever a person is dreaming about.
How did you finally develop the successful method?
Host
© Copyright Oxford University Press
5/10/19 1:30 PM
Dr. ClarkWell, our research is partially based on work at the
Advanced Telecommunications Research Institute
International in Kyoto, Japan. We were trying to reproduce
some of their results. For example, in our study volunteers
came in to have their sleep monitored. They wore an
EEG device while they were sleeping. When the device
detected brain activity that indicated dreaming, the
researchers woke the volunteer up briefly and asked what
they were dreaming about. The process was repeated 200
times for each volunteer, and the images were recorded
on a database on the supercomputer. After the initial
monitoring period, the researchers showed them the
images they had recorded and scanned their brains again
to measure their emotional responses.
Host
That’s absolutely fascinating.
Dr. ClarkIsn’t it? And that’s not all. When the volunteers fell asleep
again, the researchers made an incredible discovery—the
technology was able to predict the volunteers’ dreams.
HostDr. Clark, are you hinting around that you've discovered a
way to read minds?
Dr. ClarkIn a way, yes. But I should point out that the technology
predicts neither the exact content nor the specific events
in the dream. It’s only accurate enough to predict the
general subject of a dream or general objects in it. But
our work did inspire more research.
Yes, I’m sure a discovery like that is pretty revolutionary.
Host
Dr. ClarkIt was researchers at the University of California, Berkeley
who finally managed to make a video based on a dream.
Researchers hooked volunteers up to brain-scanning
devices and had the volunteers watch either movie
trailers or short films. The researchers then used a
computer to scan the brain images they had collected,
showing how the volunteers’ brains looked when viewing
certain images. The computer then matched scans of
dreaming brains to existing video clips to recreate what
the people saw. From these comparisons, they created
“videos” of the people’s dreams.
HostThis is quite an achievement. How long do you think it’ll
be before we’ll all be able to check out our own dreams
on video?
Dr. ClarkWell, watching our dreams on video sounds appealing as a
form of entertainment, but that’s likely to be a long time in
the future. Of course, we’ll go on with our research, and I’m
confident that we will achieve high-quality dream recording
in a few years’ time. What we researchers are most interested
in is looking into other ways to use the technology, for
example, for medical purposes or to see whether direct
brain–computer communication is a future possibility.
Listening Skill
soar
fly
gleefully
(happily)
destitute
(very poor)
emaciated
(unhealthily skinny)
2 Tell the partners to work together to write a sentence
using the new word. Explain that the meaning of
the sentence should be clear for someone who can’t
understand the word. They should each write the
sentence down. While they are doing this, circulate and
teach them how to pronounce their word, or allow them
access to a dictionary with notes on pronunciation.
3 Write all of the words (without definitions) on the board
so that students can refer to them if necessary. Have the
students walk around the class reading their sentences
to each other and guessing what their partners’
sentences mean. Continue until everyone has spoken to
four or five partners.
4 Ask for a show of hands to see how many people were
able to understand most of the sentences they heard
without knowing the new word.
e Exercise 4 IDENTIFY
1 Read the directions. Play the audio, pausing between each
segment to allow students time to talk to their partners
about the meaning and to write any unknown words.
2 After students have discussed each segment, elicit the
words they wrote down. Ask them to explain what each
statement means and how they figured it out.
Audio Script
e CD 1, Track 15
1 Well, watching our dreams on video sounds appealing as a form
of entertainment, but that’s likely to be a long time in the future.
2 When the device detected brain activity that indicated dreaming,
the researchers woke the volunteer up briefly and asked what
they were dreaming about.
3 Well, we use technologies like EEG and magnetic resonance
imaging, or MRI, to observe the brain as it processes images. EEG
measures electrical activity in the brain.
4 Yes, I’m sure a discovery like that is pretty revolutionary.
5 The researchers then used a computer to scan the brain images
they had collected.
Dealing with unknown words while listening
Grammar in Context
GO ONLINE
Determiners and quantifiers: each of, every one of,
either…or, neither…nor, either of, neither of
1 Direct students to read the information in the Listening
Skill box.
2 Check comprehension. Ask students what they should
usually do when they hear a word they don’t know. (Relax
and stay focused on understanding what they can.)
Extra Practice
1 Give each pair of students a difficult word and its
definition. Choose words that direct synonyms or
examples of a word students know, so that they will be
able to use it in a sentence, for example:
tome
(a large book)
manx
(a kind of cat)
kagu
(a kind of bird)
grueling
(extremely tiring)
vexed
(angry or annoyed)
saunter
(walk in a relaxed way)
GO ONLINE
1 Read the information in the Grammar in Context box
aloud and ask students to read along silently.
2 After reading each example from the box, elicit an
additional example or two from the class by calling out
the beginning of the sentence:
Every one of the students in the class…
After school today, I’m either going to ….
Neither my sister nor my brother…
I don’t want to eat either of these…
3 For additional information, see the Grammar focus on
page 161.
© Copyright Oxford University Press
4511186_WA_TG5.indb 35
Level 5 Unit 3
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Extra Practice
1 Write a group of simple nouns on the board:
apple
orange
airplane
car
singer
bird
cat
desk
doctor
2 Put students in groups of three or four. Call out one
quantifier or determiner from the Grammar in Context
box, for example neither / nor. Tell the group members to
work together to write a sentence using the quantifier or
determiner and a noun (or two nouns) from the board.
Tell them to raise their hands when they finish. (For
example, Neither the airplane nor the car is new. The first
group to finish is the winner. )
3 Wait for two groups to raise their hands before you tell
everyone to put their pens down. Call on both groups
(in order) to share their sentence. Make corrections as
necessary. For the second round, if the same groups
finish first, wait for a third group to finish.
Exercise 5 IDENTIFY
1 Read number 1 aloud and elicit the answer. Have students
work independently to complete the exercise.
2 Call on students to read the completed sentences aloud.
Answers
1 neither of
2 each of
3 every one of
4 Each of
5 neither
6 either
Exercise 6 INTERACT
1 Read the directions and have students discuss their ideas
with a partner.
2 Call on students to share their ideas with the class. For
each situation students come up with, elicit sample
sentences from volunteers. For example, Shopping: Neither
of the brands is on sale today. Going somewhere: We could
take either the train or the bus.
Vocabulary Development
2 Have students work in groups to make a list of as many
phrasal verbs as they can from the words on the board.
Tell them they’ll need to show that they know what
the phrasal verb means by defining it or using it in a
sentence. Tell them not to look anything up.
4 When a group says they are finished, have everyone stop
writing. Elicit the phrasal verbs they came up with and
write them on the board.
5 Call on students to say what the verbs on the board
mean or use them in a sentence. Ask them if the verbs
are separable or non-separable.
Answers
Students’ answers will vary. Sample answers include:
bring up (raise)
bring on (cause)
get up (wake)
get away (escape)
give up (quit / surrender)
give away (reveal)
give off (release / emit)
hang up (end a phone call)
hang out (spend time)
take on (accept / begin)
take off (remove / leave)
e Exercise 7 IDENTIFY
1 Read the directions. Have students read number 1
and elicit the answer from the class. Ask them to work
independently to complete the exercise.
2 Play the audio and have students check their answers.
Answers
Oxford 5000 words
arrive at
go about
hook up
Phrasal verbs
GO ONLINE
1 Direct students to read the information in the Vocabulary
Development box.
2 Discuss each of the verbs listed in the box:
What are some things you can look into / work out / go
over? (For example, look into: a situation, the history of
something; work out: a problem, differences; go over: the
reading, your homework)
3 Elicit any other phrasal verbs students know and discuss
whether they are separable or non-separable.
Extra Practice
6 worked, out
7 go over
8 go about
9 hook up
1 come up with
2 tried out
3 arrived at
4 went through
5 ended up
come up with
go over
try out
end up
go through
work (something) out
Exercise 8 EXPAND
1 Read the instructions. Have students work with a partner
to complete the exercise.
2 Call on students for the answers.
Answers
a go through, I
b go over, I
c go about, I
d come up with, I
e hook up (to), S
f end up, I
g come up with, I
h work (something) out, S
i try out, S
1 Write a list of verbs and list of prepositions on the board:
36
Verbs
Prepositions
bring
up
get
on
give
out
hang
away
take
off
Wide Angle Teacher’s Guide
4511186_WA_TG5.indb 36
e Pronunciation Skill
Linking
GO ONLINE
1 Direct students to read the introductory information in
the Listening Skill box.
2 Play the audio and ask students to read along as they
listen.
© Copyright Oxford University Press
5/10/19 1:30 PM
3 Write several phrases on the board. Pronounce them and
ask students to identify the linking sounds:
none of the volunteers
surprised at the discovery
took part in the study
focus on key information
Exercise 10 APPLY
Answers
1 Humans are naturally inclined to be curious and to work out
problems together.
2 The invention of the Internet is the most important discovery
of all time.
3 It’s unfortunate that all of the greatest explorers have already
passed away.
4 There aren’t any more original discoveries; everything
has already been found.
5 What’s an invention that has made our world a better place?
6 All of the greatest inventions eventually end up being
copied by someone else.
1 none of the volunteers
2 surprised at the
discovery
3 took part in the study
4 focus on key information
e CD 1, Track 17
Extra Practice
1 Direct students to look at the list of phrasal verbs in
Exercise 7. Ask them to decide with a partner which ones
involve consonant-to-vowel linking.
2 Call on students for the answers. Have the class repeat
them, focusing on the linking sound. Point out that it is
the sounds, not the letters, that link.
Answers
arrive at
hook up to
come up with
try out
end up
work out
go about and go over are linked
with a w sound
More to Say…
Focus: Students practice consonant-to-vowel linking
Grouping Strategy: Pairs
Activity Time: 20 minutes
Ready,
Prepare a blank piece of paper for each student.
Set…
1 Put students into pairs.
2 Give each student a piece of paper. Have them write
five short sentences that contain consonant-to-vowel
linking on the top half of the paper. Remind the
students to mark in the links.
3 Instruct them to write the numbers 1 through 5 on the
left-hand side of the lower half of their paper.
Go!
1 Have the students decide who will be Student A and
who will be Student B.
2 Tell Student A to dictate his / her sentences to Student
B. Instruct Student A to read his / her sentences only
three times. Remind Student A to link appropriately.
Student B should write the sentences he or she hears.
When Student A has finished reading all the sentences,
the students should compare what they have each
written.
3 Have students switch roles.
e Exercise 9 IDENTIFY
1 Play the audio and tell students to underline the linked
sounds.
2 Replay the audio and ask students to repeat the
sentences, focusing on linking consonants to vowels.
e CD 1, Track 18
1 Read the directions. Tell students to discuss their answers
to Exercise 9 with a partner.
2 Elicit any questions or disagreements that came up in
their discussions.
Answers
t Exercise 11 WHAT’S YOUR ANGLE?
Write topics on the board to help students get started,
for example, Medical Science / Biology, Physics / Astronomy,
Geology. Elicit students’ ideas about famous discoveries for
each category and why they are important.
Lesson 3.4 That’s a Good Point,
But…
Student Book pages 36 – 37
Exercise 1 ACTIVATE
Read the directions. Elicit answers from the class. Students
may bring up controversial topics—keep them focused
on discussing the process of expressing opinions and
disagreeing, not on their actual opinions about the topics.
Answers
Students’ answers will vary. Sample answers include:
I’m only comfortable disagreeing with others if I know them well.
I try to have neutral body language and make eye contact. Then
I explain why I don’t agree.
Exercise 2 PREPARE
1 Direct students’ attention to the video stills. Ask them to
discuss the questions with a partner.
2 Call on students to share their ideas with the class.
Answers
Students’ answers will vary. Sample answers include:
1 Phil, Sam, Andy, and Jenna are sitting around a table at the
law office.
2 The interaction is professional and casual because they are at
their place of work, but it appears they are having a discussion
during their lunch break because they are near the kitchen.
3 Andy looks like he disagrees with whatever Sam is saying to
him.
r Exercise 3 IDENTIFY
1 Tell students to read the questions in preparation of
viewing.
2 Play the video. Have students work independently to write
answers to the questions.
© Copyright Oxford University Press
4511186_WA_TG5.indb 37
Level 5 Unit 3
37
5/10/19 1:30 PM
Answers
1 Whether or not a farmer should have shut down his LIDAR
while the police were doing speed checks.
2 Although they all know each other well, it is a formal
discussion.
3 No.
4 Andy: “I’m not sure about that.” / Phil:” Well, you could argue
that, but on the other hand… / Sam: “I’m not convinced.”
5 Sam shakes his head. / Phil nods.
6 Sam says, “uh…” and Andy says “Oh, sorry. What are your
thoughts, Sam?"
Video Script
Real-World English Strategies
The way people express disagreement varies from culture
to culture. While in some cultures, people tend to be more
open and confrontational, in other cultures, expressing
disagreement is not acceptable in certain situations.
1 To initiate a discussion about how and when people in
different cultures disagree, prepare a simple survey like
the one below. Ask your students to walk around the
room and collect responses from 5-7 classmates on the
following scenarios.
Scenario
r English For Real Video Unit 3
Jenna So, was the driver really speeding?
Andy
Phil, what do you think?
PhilNo. I don’t think the driver was speeding. The LIDAR from
the farmer’s corn field interfered with the police’s speed
readings.
AndyI’m not sure about that. I don’t think the farmer’s LIDAR
interfered. Sam, what’s your opinion?
SamWell, LIDARs help farmers analyze the soil in their fields.
But I think they should turn it off when the police are doing
speed checks.
AndyI don’t agree with either of you. No law says a farmer has to
shut it down. That means the LIDAR does not affect police
speed readings.
PhilWell, you could argue that, but on the other hand, the lack
of a law doesn’t prove that. The police can request that
the LIDAR be shut down because it can interfere with an
investigation.
Sam
That’s interesting, but–
Andy
Yes, but – Oh, sorry. What are your thoughts, Sam?
SamWell, in 1998, there was a case where the officer’s reading
was wrong. It was because the police officer didn’t read the
manual correctly!
AndyThat’s a good point. So, Phil, explain how LIDAR can affect a
reading.
PhilSure. LIDAR is used by farmers to identify crop production
areas. LIDAR’s also used to measure velocity. So, if the
officer’s system was LIDAR, not RADAR, it could have read it
by mistake.
Andy
Hmmm. Velocity and…
Jenna Good afternoon, Cathy Edwards’ office.
Real-World English
Agreeing and disagreeing
Read the information in the Real-World English box aloud
and ask students to read along silently. As you go through
each section, have students repeat the example expressions.
Extra Practice
1 Write a list of incomplete “strong opinions” on the board.
___ is a terrible movie.
___ is the best show on television.
___ is / are the best breakfast.
___ is the best restaurant in this city.
2 Give students a minute to think about how they would
fill out each blank.
3 Have students stand and find a partner. Tell them to
follow this pattern:
A: Make a statement (from the board)
B: Agree or disagree using language from the Real-World
English box.
A: Respond to B’s statement.
4 Once they finish, they should switch roles and then move
on to a new partner. End the activity when everyone has
had a chance to speak to two or three partners.
38
Wide Angle Teacher’s Guide
4511186_WA_TG5.indb 38
Culture /
Country
OK to
disagree?
Your friend
would like
to go out to
eat.
Y/N
Your
colleague at
work thinks
men should
make
higher
salaries than
women.
Y/N
Your boss
thinks you
should take
on more
work.
Y/N
Your
spouse/
partner
thinks you
should buy
a new car.
Y/N
…
Y/N
What would
you say?
2 Next, display the following chart on the overhead (or
distribute as a handout). Discuss the chart briefly – for
example, tell your students that people in countries
such as Germany and Denmark tend to be direct in
their disagreement, but at the same time, they do not
express their emotions passionately.
Emotionally
expressive
Emotionally
unexpressive
Confrontational
Israel, Russia,
France, Spain
Netherlands,
Germany
Avoid
confrontation
Philippines,
Saudi Arabia
Japan, Korea
3 Ask your students to work with a partner and try to
map the countries / cultures about which they have
collected information onto the chart above.
4 Share the findings with the whole class, including
a discussion of the specific responses from the last
column in the table.
© Copyright Oxford University Press
5/10/19 1:30 PM
5 The U.S. culture is right about in the middle (neither
emotionally expressive nor unexpressive, neither
confrontational nor avoiding confrontation). Would
your students agree? Considering their own linguistic
and cultural backgrounds, is it easy or difficult for them
to express disagreement in English?
language they notice. Have them share this feedback after
the discussion.
2 Remind students to go online to create their own version
of the video.
Lesson 3.5 Mysteries of the Past
Exercise 4 IDENTIFY
1 Have students read number 1 and tell you which phrase
in the box describes its purpose. Point out that more
than one purpose may be possible. Ask them to work
independently to complete the exercise.
2 Call on students for the answers.
Answers
1 expressing an opinion
2 disagreeing / asking for someone’s opinion
3 disagreeing
4 disagreeing / asking for someone’s opinion
5 agreeing
6 expressing an opinion
Student Book page 38
Exercise 1 ACTIVATE
1 Direct students’ attention to the picture. As a class, discuss
the questions.
2 If the Nazca Lines are likely to be unfamiliar to most
of your students, you may want to have students do a
quick web search on computers or on their phones. Ask
students to report back on any interesting facts they learn
in a limited amount of time, say 3–5 minutes.
e Exercise 2 IDENTIFY
Read the directions. Play the audio and elicit answers from
the class.
Exercise 5 ANALYZE
1 Ask the class to rank the directness of number 1 (Possible
answer: 4 – most direct because it starts with “No.”). Have
students work independently to rank the rest of the items.
2 Call on students to share their ideas with the class.
Answers
The discussion is about the Nazca Lines of Peru. There are three
people participating.
Audio Script
e CD 1, Track 20
e Exercise 6 APPLY
Play the audio and have students repeat the opinion phrases
(No, I don’t think and Sure).
Audio Script
e CD 1, Track 19
PhilNo. I don’t think the driver was speeding. The LIDAR in
the farmer’s corn field interfered with the police’s speed
readings.
PhilSure. LIDAR is used by farmers to identify crop production
areas. LIDAR’s also used to measure velocity. So, if the
officer’s system was LIDAR, not RADAR, it could have read it
by mistake.
Exercise 7 EXPAND
1 Read the directions. Have students refer to the Real-World
English box and repeat some of the opinion phrases.
2 Have students talk to a partner. Ask them to use some of
the opinion phrases in the discussion.
3 Call on one student to share an opinion. Ask another
student to agree or disagree and express another opinion.
Have a third student agree or disagree.
Exercise 8 PREPARE
1 Put students in small groups and tell the groups to choose
one of the two topics but not to discuss it yet.
2 Once all the groups have chosen a topic, tell students to
take two minutes to write their ideas on the topic.
3 Remind students to use opinion expressions and appropriate
body language and have them discuss their topic.
Exercise 9 IMPROVE
1 Have each group sit with another group. Tell the groups to
take turns repeating their discussion. Instruct the listening
group to take notes on the opinion phrases and body
PaulaI found a really fascinating example in my research on
ancient mysteries: the Nazca Lines of Peru.
Marcus What are they? I’ve never heard of the Nazca Lines.
PaulaThe Nazca civilization existed in southern Peru from 200
BCE to about 600 CE. The ruins of a couple different villages
are still there, and archaeologists have found pottery,
jewelry, and textiles with very detailed designs. But the
Nazca people are most famous for their geoglyphs.
Marcus Geoglyphs? What are they?
ElisaOh! I think I read an article about them. Aren’t they giant
pictures of animals, like monkeys and birds? They’re so
large you can only see them from an airplane.
PaulaActually, according to a number of sources, they can be
seen from the tops of the surrounding hills. Some of the
Nazca lines are shaped like animals, while others are very
complex geometric designs.
Marcus That sounds amazing. Why are they there?
PaulaThere are several theories about their purpose.
Some scholars say the lines were created to match
constellations—patterns in the stars—whereas others think
they may have been roads for carrying water to their fields.
Others say it would have been impossible for the Nazca to
come up with images that large without the use of modern
technology, like aircraft.
Elisa
What do you think?
PaulaWell, I’m not totally sure, but there’s evidence to suggest
that the lines were paths traveled by the Nazca people
during religious celebrations.
Marcus Interesting. How did the Nazca make the lines?
PaulaGood question. Again, no one is sure, but researchers have
theorized that the Nazca were able to use simple tools
and processes to create the designs. Archaeologists have
located wooden stakes in the ground at the end of some
lines, which supports that theory.
ElisaRight. The article I read explained that they most likely
made the lines by removing the reddish pebbles from the
top of the soil to reveal the lighter dirt underneath.
MarcusWell, whatever the method or the reason, it sounds
absolutely fascinating. I want to find out more.
© Copyright Oxford University Press
4511186_WA_TG5.indb 39
Level 5 Unit 3
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5/10/19 1:30 PM
t Exercise 3 WHAT’S YOUR ANGLE?
1 Read the directions and ask students to discuss the
questions with a partner.
2 Call on students to share their ideas with the class.
Speaking
Supporting opinions with evidence and examples
GO ONLINE
1 Ask students to read the information in the box.
2 Check comprehension. Ask: Why should we support
our opinions? (It will make them stronger and more
meaningful, make us more confident, and ensure that
people take us seriously.)
3 Say and have students repeat the example phrases in the
box, modeling appropriate intonation.
Extra Practice
1 Make enough copies of the grid to give one to each
group of four students. Cut it into sentence strips and
scramble it before you give it to the students.
Drinking plenty of water
every day is important.
it’s good for your skin,
joints, and organs
It’s important to sleep
enough every night.
it gives your body time
to heal from injuries
The ocean water has been
getting warm very quickly.
the Arctic may be
melting faster than we
expected
The dinosaurs probably
disappeared for several
reasons.
a large volcanic
explosion might have
been one cause
People have had cats as
pets for a long time.
ancient Egyptians may
have had them as long
as 4,000 years ago
2 Have the groups work together to match the sentence
parts and then decide how to introduce the second part
using expressions from the Speaking box.
3 Call on students from different groups to read their
paired sentences aloud.
Answers
Students’ answers will vary. Sample answers include:
1 Drinking plenty of water every day is important. There’s
evidence to suggest that it’s good for your skin, joints,
and organs.
2 It’s important to sleep enough every night. Researchers have
theorized that it gives your body time to heal from injuries.
3 The ocean water has been getting warm very quickly.
There’s evidence to suggest that the Arctic may be melting
faster than we expected.
4 The dinosaurs probably disappeared for several reasons. There
are several theories about how a large volcanic explosion
might have been one cause.
5 People have had cats as pets for a long time. According to a
number of sources, ancient Egyptians may have had them as
long as 4,000 years ago.
Answers
1 Nazca Lines are giant pictures of animals or geometric shapes
in the earth around Nazca, Peru.
2 The lines can be seen from an airplane or from the
surrounding hillsides.
3 The lines were created to match constellations, or as roads for
carrying water to their fields, or paths traveled during religious
celebrations.
4 Archaeologists have located wooden stakes in the ground at
the end of some lines.
5 The Nazca used simple tools and processes to remove the
reddish pebbles from the top of the soil to reveal the lighter
dirt underneath.
e CD 1, Track 20
Exercise 5 INTERACT
1 Have students discuss their answers to Exercise 4 with a
partner. Tell them to use phrases from the Speaking box
where appropriate. For example, Some scholars say the lines
were created to match constellations.
2 Call on students to share the answers with the class.
Exercise 6 PREPARE
1 Read the directions. Elicit several ideas about why
discoveries about the past are important (for example,
they teach us about human history, they help us
understand past cultures) and why making new
discoveries is important (they can lead to scientific
advancement and improve human lives).
2 Have students work independently to write their opinions
and make notes about how they will support them.
Exercise 7 IMPROVE
Have students compare notes with a partner and make any
necessary corrections or additions.
Exercise 8 INTEGRATE
1 Put students in small groups that do not include their
partner from Exercise 7.
2 Review the phrases in the Speaker box and remind
students to support their opinions. Tell them to make sure
that everyone in the group speaks.
3 While groups are speaking, circulate and make a note of
any feedback that you want to bring up with them later.
Exercise 9 SHARE
1 Tell the groups to evaluate themselves and each other by
discussing the questions.
2 When the groups are finished, share any notes you made
during the groups' presentations.
e Exercise 4 IDENTIFY
1 Direct students to read the questions in preparation for
listening.
2 Play the audio and tell students to note their answers to
the questions.
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GO ONLINE Encourage students to go online to listen to
the podcast and add their comments to the discussion
board.
Unit 3 Review
Student Book page 149
Zoom In
Vocabulary
Exercise 7
Exercise 1
Answers
1 complete destruction
2 widespread panic
3 utter disorder
4 total ruin
Exercise 2
Answers
1 up with
2 out
3 up
4 about
5 at
GO ONLINE Encourage students to go online to play the
vocabulary game.
Grammar
Exercise 3
Exercise 8
Answers
1 In spite of / Despite
2 Although / While
3 while / whereas
1 Have the class brainstorm several discoveries that have
made people happy. Tell students to pick one idea and
to take two minutes writing notes and preparing to talk
about it. Remind them to use examples and evidence to
support their opinions. Put students in small groups and
have the students take turns speaking. After each speaker
finishes, tell listening students to provide feedback on
what he or she did well.
2 Have the students brainstorm recent discoveries. If
necessary, give them time to find and read an article on
the discovery they choose. Tell them to put the article
away before they begin writing the summary. Collect and
provide feedback on their work.
3 Have students do an image search for a discovery they
are interested in. Tell them to print out the picture or save
it on their phone. Have them sit in small groups to share
and talk about the image.
4 Despite / In spite of
5 although / in spite of the
fact that
Exercise 4
Tell students to think about how they did on each of the
tasks in Exercise 7 and to complete the sentences. Circulate
and make a note of which skills students feel they need to
improve. Remind students that they can review the online
activities for any skills they need more practice with.
Answers
1 neither of
2 Each of / Every one of
3 either of
4 every one of
Exercise 5
Answers
1 Ø/Ø
2 the / the / Ø
3 The / Ø
GO ONLINE Encourage students to go online for further
grammar reference and information and to play the
grammar game.
Discussion Point
Exercise 6
OXFORD REFERENCE
Read the quote aloud. Ask students to guess who the author
was (he was a well-known food writer). If necessary, explain
that, in this context, dish is referring to a meal, not the plate
you eat off of. Have students discuss in small groups whether
they agree with the quote and why or why not.
Answers
Students’ answers will vary. Sample answers include:
Agree: Food affects more people’s lives and makes people feel
good. Most people don’t care about a new star.
Disagree: A new star might give us information that improves
our understanding of the universe. This might make us happy in
the long run.
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Wide Angle Teacher’s Guide
Unit Overview
Unit 4 Privacy
4.4 If Only I Hadn’t
Introduction to the unit
The title of this unit – Privacy– summarizes the main
theme: the meaning and importance of privacy in the
modern world and the threats to it we face because of
technology.
In Lesson 4.1, students read an article about the pros and
cons of the Internet with a focus on invasion of privacy.
In Lesson 4.2, they read an article about cybersecurity
and keeping kids safe on the Internet. They then write
an essay about their own opinions regarding privacy
and the Internet. In Lesson 4.3, students listen to a
radio call-in show about public camera surveillance. In
Lesson 4.4, teachers use the Real-World English Strategies
to help students practice expressing regret. Lesson 4.5
summarizes what students have learned about the theme
of privacy. They listen to an employee’s experience with a
“reply all” email and then describe any similar experience
they’ve had.
Lessons
4.1 You Are Not Alone
Reading Skill Understanding an argument and
counterargument
Grammar in Context Modals of necessity, obligation, and
prohibition
• Identify arguments and counterarguments in an article
• Define and use new vocabulary from the article
(Oxford 5000)
• Use modals or necessity, obligation, and prohibition
• Discuss life without the Internet
Real-World English Expressing regret
• Use expressions of regret
• Describe your regrets and respond to others’ regrets
4.5 Reply All
Speaking Describing experiences
• Identify key information from a description of an
experience
• Describe an experience and explain actions,
consequences, and regrets
Resources
Class Audio CD 1, Tracks 21–27
Workbook Unit 4, pages 22–28
Oxford Readers Correlations
Dr Jekyll and Mr Hyde (9780194791700)
Teacher's Resource Center
Assessments: Unit test
English For Real video
Grammar focus
Grammar Worksheets
Oxford Reference Worksheets: upper / lower
Vocabulary cards
Newslea articles
Word list
4.2 Keeping Watch
Writing Skill Using reason and result linking words
Grammar in Context Modals of regret
• Identify the writer’s opinion in an essay
• Use past modals of regret
• Identify and use reduced forms of modals
• Write an essay about people’s interaction with technology
4.3 Privacy Matters
Listening Skill Listening for gist
Vocabulary Development Phrases for clarification
Grammar in Context Past modals of deduction
Pronunciation Skill Reduced form of have in past modals
• Listen for the gist of a radio call-in show
• Use phrases for clarification
• Identify and use past modals of deduction
• Use the reduced form of have in past modals of deduction
• Discuss times when your privacy was invaded
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Unit Opener
r Video Script
Student Book page 39
The photo on page 39 shows people sitting in a restaurant.
It connects to the unit theme of privacy because they are
visible to passersby through the window. One woman
appears to be looking at her phone, which may connect to
the unit theme of privacy on the Internet.
Photographer
Edu Bayer
Edu Bayer is a New York-based award-winning
documentary photographer. With more than 10 years of
experience in several countries, he has worked for most
leading international outlets like The New York Times,
National Geographic, Time, The New Yorker, The Wall Street
Journal, Newsweek, Aljazeera, El País Semanal, Foreign
Policy, Le Monde, and The Guardian, among others. He
is the recipient of accolades such as Picture of The Year,
Pulitzer Prize Finalist, and Arts for Social Improvement La
Caixa. Edu recently published the books Microcatalalunya
about rural life, and Els fets de l’1 d’Octubre (the events of
October 1) about the independence struggle in Catalonia.
He has shown his photography in exhibits in New York,
Berlin, Budapest, Havana, Hong Kong, Valparaiso, and
Barcelona. Born in Barcelona, Edu studied Chemical
Engineering and also holds a master’s degree from the
Danish School of Media and Journalism.
Unit Snapshot
1 Direct students’ attention to the first question. Ask
students what social media apps or sites they use. Elicit
the pros and cons of the various apps.
2 For question 2, Have students brainstorm several
examples. Explain that they will be discussing this topic in
Lesson 4.2.
3 For question 3, call on students for the answers and ask
them to explain their opinions. Tell them that they will
be thinking more about this issue throughout the unit,
particularly in Lesson 4.3.
Discussion Questions
1 Direct students’ attention to the questions below the
picture. Encourage students to offer their opinions and
stress that there are many ways to answer.
2 Optionally, before asking students to answer the
discussion questions, show the photographer video
where Edu Bayer answers some of the questions from his
perspective. Play it for students as many times as needed
to check comprehension and discuss any vocabulary
items.
Answers
Students’ answers will vary. Sample answers include:
1 Not completely. There are many cameras on the streets and in
businesses.
2 If we don’t have privacy, people can use what they know
about us to harm us.
3 It’s a right. Everyone should be allowed some degree
of privacy.
People often gather in cafes and restaurants in the main street
in downtown Aarhus, a city with a large student community
in Denmark. I think in a rich, and highly educated well
working society like Denmark, people have little fear or have
less things to hide. Of course they want to have their own
space, but they don’t mind being seen. The balance between
our private and public space is important to produce
individuality, which is a right that forms the basis of western
democracies. However, our digital life is being monitored all
the time by private companies who trade our data. This is
going to be a challenge for privacy in the digital era. We are
kind of building up a common space on the basis of private
companies and I think that privacy is no longer guaranteed.
I think we all deserve our space. Privacy has to be a right,
but society can also decide to make it a privilege for security
reasons, due to the fear and that is happening already.
Unit Opener Exercise
1 Direct students to read the questions. Give them a couple
of minutes to make notes.
2 Have students discuss their answers with a partner.
3 Call on students to share their ideas with the class.
Real-World Goal
By the end of this unit, students will be able to talk about
something they regret because they will have learned past
modals of regret, reason and result linking words, and ways
to describe experiences, express regrets, and respond to
others’ regrets.
Lesson 4.1 You Are Not Alone
Student Book pages 40 – 42
Exercise 1 ACTIVATE
1 First, direct students’ attention to the title of the lesson,
and ask what they think the lesson will be about.
2 Read the directions. Elicit answers to the questions. Ask
students if they have heard about any related issues that
have been in the news recently.
Exercise 2 IDENTIFY
1 Read the instructions. Have students work with a partner
to identify and discuss the words.
2 Call on students for the answers. Write the words on the
board. Ask students to use them in a sentence about
themselves, for example, I log on to Facebook every day or I
delete cookies from my browser every once in a while.
Answers
log on, website, data, cookies, Internet, online, web browser,
browsing history, social media profile
Reading Skill
Understanding an argument and counterargument
GO ONLINE
1 Direct students to read the information in the Reading
Skill box.
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2 Check comprehension: Ask students which words
they should look for to indicate arguments and
counterarguments (in contrast, don’t think, disagree, but,
although, despite, however, in spite of ).
3 Write a simple controversial statement on the board, for
example, Children should not have cell phones and elicit
some arguments for and against. Demonstrate how to
connect the arguments using the language in the Reading
Skill box. For example, Some people feel that children will
spend too much time on the phone, but I disagree. Parents can
monitor their behavior; or Although there is some risk a child
will lose a phone, it’s worth it for the safety the phone provides.
Extra Practice
1 Distribute sentence beginnings to half of the students
and sentence endings to the other half. Tell students to
walk around the room reading each other’s sentences
until they find a match. Have the students who’ve found a
match sit down together. If any students are left without
matches, have them sit apart.
2 If there are unmatched students, have them read their
partial sentences to the class. Then call on the matched
pairs to read their completed sentences aloud. Have
them re-match with a new partner as needed.
3 Tell the partners to discuss whether they agree with one
part of the sentence or the other.
Although video games
require skill to play,
they shouldn’t be
considered a sport.
Homework gives students
extra practice in a subject;
however, it is often
unnecessary “busy work.”
Despite the benefits of
starting classes early in the
morning,
teenagers and young
adults should be allowed
to sleep in longer.
In spite of everything it can
do for you,
money cannot buy you
happiness.
Some people think
cell phones are just a
distraction for students,
but I disagree. They
can also be useful
educational tools.
Some people think that
talent is more important
than practice;
in contrast, there are
those who say anyone
can succeed with
enough hard work.
I don’t think people should
spend so much money on
weddings, but
others would say that
it’s worth the expense
because you only have
one.
The benefits of a college
education are enormous,
but not everyone needs
one these days.
While some people feel
that everyone should learn
about the arts,
others believe that
education should focus
on math, science, and
language.
Zoos educate people about some people believe that
animals; however,
no wild creature should
be kept in a cage.
2 Have students compare their answers with a partner. Call
on students to share the answers with the class.
Answers
1 don’t think / even though
2 however
3 Despite / I have concerns
4 In my opinion / not…enough
5 On the one hand / on the other hand
Exercise 4 APPLY
1 Read the directions and tell students to preview, but not
read, the article. Assign a time limit of 30 seconds.
2 Have student close their books or cover the article and talk
to a partner about what they think the main points are.
Exercise 5 IDENTIFY
1 Have students read the article. Tell them to mark any
vocabulary they want help with but not to stop and look
it up. Ask them to work independently to take notes in
the chart.
2 Ask students to compare and discuss their charts with a
partner. Elicit any disagreements or questions that came
up in the course of the discussion.
3 Elicit any vocabulary questions that students have about
the article.
4 Ask students if their predictions from the previewing
exercise were correct.
Answers
Note that answers are acceptable in either order, as arguments
or counterarguments, since the author is being impartial.
Arguments
Counterarguments
It can be used to build social
or professional networks,
accomplish tasks, or access
information and expertise.
It can be used to spy on our
activities, denying us our
human right to privacy.
We have the right to
protection of privacy.
We shouldn’t expect it
because the ways companies,
organizations, and individuals
exploit the Internet are still so
difficult to monitor.
Employers need to ensure
that their employees aren’t
spending time on social
media during working hours.
Informing employees that
their online activities are being
monitored is not enough;
circumstances may arise
where they need to send or
receive mail that is personal
and private.
Employees may feel that their It’s difficult to argue that
privacy has been abused.
when you post your personal
activities in a public forum.
It creates new opportunities
and offers greater freedom of
expression.
It also brings many legal and
moral questions related to
privacy.
Greater regulation of privacy
abuses is needed.
It is the responsibility of the
Internet user to ensure that
they do their best to maintain
their own privacy to protect
themselves from being
exploited by others.
Exercise 3 IDENTIFY
1 Read the directions and ask students to work
independently to underline words or phrases that
introduce arguments and counterarguments.
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Exercise 6 INTERACT
Direct students to look back at the arguments in their chart
from Exercise 5. Ask students to talk to their partners about if
they agree or disagree with each one and why.
t Exercise 7 WHAT’S YOUR ANGLE?
Read the instructions and have students talk with a partner.
Elicit any interesting stories that students heard from their
partners.
Exercise 8 VOCABULARY
1 Have students find the word accomplish in the reading
and guess what it means. Tell them to skim through the
exercise, looking for the sentence where accomplish
belongs (6). Have them work independently to complete
the rest of the exercise.
2 Call on students for the answers.
Answers
1 forum
2 clarify
3 exploited
4 consequently
5 invasion
7 icon
6 accomplish 8 expertise
Oxford 5000 words
accomplish
consequently
exploited
icon
clarify
expertise
forum
invasions
Grammar in Context
Modals of necessity, obligation, and prohibition
GO ONLINE
1 Read the information in the Grammar in Context box
aloud and ask students to read along silently.
2 Check comprehension and elicit additional example
sentences as you go through the items in the box. For
must, point out that we don’t usually use this word
for obligation in conversation; it is extremely formal.
Also remind students that must not means prohibition:
Employees must not use work computers for personal business.
3 For additional information, see the Grammar focus on
page 162.
Extra Practice
1 Divide the class into teams. Explain that you will make
statements, and the teammates need to work together
to write a sentence with the same meaning that uses
one of the (other) modals from the box.
2 Give them 30 seconds for each sentence and then tell
everyone to stop writing. Have a team representative
read the sentence to the class. Every team that
completes a correct sentence on time gets a point.
Sentences to read:
1. It isn’t necessary for students to bring a laptop.
2. Students are not allowed to smoke in class.
3. Students are permitted to drink water in class.
4. Everyone needs to do the homework.
5. It isn’t necessary for the teacher to read all of the
homework.
Answers
Students’ answers may vary. Sample answers include:
1. Students don’t have to / need to bring a laptop.
2. Students can’t / must not smoke in class.
3. Students can drink water in class.
4. Everyone has to / must do the homework.
5. The teacher doesn’t have to / need to read all of the homework.
Exercise 9 IDENTIFY
1 Have students work independently to complete the
exercise.
2 Call on students for the answers.
Answers
1 can’t
2 shouldn't
3 can
4 don’t need to
5 have to
Exercise 10
INTEGRATE
1 Ask students what a company memo is (a message
for employees). Have students work independently to
complete the memo with modals from the box. Explain
that two of the items have two possible answers.
2 Call on students for the answers.
3 Have students discuss with a partner whether they agree
or disagree with the rules and what other rules they think
would be reasonable.
4 Call on students to share their ideas with the class. Ask
them to use modals to state their ideas for company
policies.
Answers
1 must
2 cannot
3 need to
4 can / may
5 can / may
6 don’t have to
t Exercise 11 WHAT’S YOUR ANGLE?
1 Have students discuss the question in small groups. Tell
the groups to note as many reasons as they can for their
opinions.
2 Ask for a show of hands for “good thing” or “disaster” point
of view. Call on students in each group to share reasons
for their answer.
Lesson 4.2
Keeping Watch
Student Book pages 43 – 45
Exercise 1 ACTIVATE
1 Direct students’ attention to the lesson title. Explain that to
“keep watch” means to watch for trouble or danger.
2 Read the directions and have students discuss the poster
with a partner or small group.
Exercise 2 INTEGRATE
1 Tell students to discuss the questions with their groups.
2 Call on students to share some of their groups’ ideas with
the class.
Exercise 3 INTEGRATE
Give students time to read the essay. Elicit their answers to
the questions.
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Answers
The writer raises the issue of parents accessing their children’s
online activity.
The writer believes that parents should be able to access their
children’s online activity in order to protect them until they are
mature and responsible.
Exercise 4 ASSESS
1 Tell students to mark each statement as true or false and
to note the place in the text where they find the answers.
2 Call on students for the answers. Ask them to identify the
relevant lines in the text.
Answers
3 F
4 T
1 T
2 T
GO ONLINE
1 Ask students to read the information in the Writing Skill box.
2 Write the expressions from the Writing Skill box on the
board. Elicit example sentences for each one and discuss
form and usage:
3 Since, because, and in case are used with clauses. For
example: He is working extra hours today because / since / in
case he can’t work this weekend.
4 On account of, due to, because of, as a result of, and in case of
are used with nouns: For example: The game was canceled
on account of / because of / due to / as a result of rain. The
game will be cancelled in case of rain.
5 As a result, therefore, consequently, and as a consequence
introduce a clause and can stand alone. For example: It
rained yesterday. As a result, / Therefore, / Consequently, / As a
consequence, the game was cancelled.
Extra Practice
1 Make a word card for each of the linking words on the
board. Divide the class into teams. Distribute one linking
word to each team.
2 Read a clause aloud and tell the teams to work together
to write a sentence or pair of sentences linking your
clause with another idea using the word on the
card. As soon as they’ve decided what to write, one
representative from the team comes to the board and
writes it. Every team with a correctly used linking word
(both grammatically and logically) gets a point.
3 Collect the linking words and distribute a new one to
each group. Repeat the activity with the next clause
and tell the groups to send a different representative
to the board.
Possible clauses:
the government is spending less money on schools
the park has been closed for a year
Mary has been oversleeping every morning
the school hasn’t bought new computers for a long time
students have been arriving late to class
Exercise 5 IDENTIFY
1 Elicit the answer to number 1 and ask students to identify
where they found it in the essay.
4511186_WA_TG5.indb 46
1 therefore
2 since
3 as a result
4 Consequently
5 due to
Exercise 6 APPLY
Answers
Using reason and result linking words
Wide Angle Teacher’s Guide
Answers
1 Read number 1 and elicit the possible answers.
2 Have students work independently to complete the
sentences.
3 Call on students to share the answers with the class.
5 F
6 T
Writing Skill
46
2 Have students work independently to complete the
exercise. Direct them to look back at the essay to figure
out the answers.
3 Call on students for the answers.
4 Elicit other possible linking words to complete the
sentences, for example: 1. as a consequence; 2. because; 3.
consequently; 4. As a result; 5. because of.
1 consequently, as a result, therefore
2 as
3 since
4 on account of, due to
5 on account of, due to
6 As a result
Exercise 7 INTERACT
Ask students to discuss the sentences with a partner. Elicit
any questions or problems that came up in their discussion.
Answers
1 Reason: The company started using targeted marketing…
Result: …s have increased.
2 Reason: His account was hacked.
Result: My brother doesn’t do online banking anymore…
3 Reason: …my new privacy settings.
Result: The amount of junk email I get has decreased…
4 Reason:…employees spending too much time on social
media…
Result:We can’t access certain websites through our work
computers…
5 Reason: …the problems people have reported online.
Result: Sales of the product have decreased…
6 Reason:…the news report that showed video cameras being
used to spy on ordinary citizens in their homes…
Result:…many people started covering the camera lenses
on their personal computers.
Grammar in Context
Modals of regret
GO ONLINE
1 Direct students to read the information in the Grammar in
Context box, or have students read along silently as you
read the information aloud.
2 Check comprehension: If I say, “You shouldn’t have come to
class late,” did you come to class late? (yes) What do I think
about it? (It was a bad idea, or it has caused a problem.) If
I say, “You should have called me last night,” did you call me?
(no) What do I think about it? (It was a bad idea not to call
me, or I’m unhappy that you didn’t call me.)
3 For additional information, see the Grammar focus on
page 162.
© Copyright Oxford University Press
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Extra Practice
1 Find pictures of people or animals in funny situations by
searching for terms like “stuck in a hole,” “T-shirt in the
snow,” “stuck under an overpass,” “ordered too much
food,” or “broken umbrella.” Post the pictures in front of
the room.
2 Put students in small groups and tell them to write about
a regret of the person or animal in each picture.
3 Have the groups read their sentences to the class. Have
the listening students guess which picture the regret
goes with.
Exercise 8 IDENTIFY
Exercise 13 IMPROVE
Read the checklist aloud. Ask students to look through
their essays and make corrections or additions as necessary
before they check off the items on the list.
Exercise 14 SHARE
Read the directions. Have students exchange essays with a
partner and provide feedback.
Lesson 4.3 Privacy Matters
Direct students to find the modals of regret in the essay and
elicit their answers to the question.
Student Book pages 46 – 47
Answers
1 Direct students’ attention to the images and ask them to
identify what they are (a drone with a camera and a sign
warning about police street cameras). Ask what they are
used for (surveillance; to watch people’s actions).
2 Put students in small groups to discuss the questions.
Encourage them to provide reasons for their opinions.
1 However, looking back, I should have understood that it
wasn’t me that my parents mistrusted; it was the people “out
there” on the Internet. (The writer is expressing regret about
not understanding who his or her parents mistrusted.)
2 I shouldn’t have argued. (The writer is expressing regret
about arguing.)
t Exercise 9 WHAT’S YOUR ANGLE?
Conduct the exercise as a class discussion. When students
talk about protecting themselves from dangers, remind
them that this includes password-related habits such
as using secure passwords on devices and on accounts,
protecting personal information online, for example, being
careful what you click on and not opening unknown email
attachments, and protecting yourself from false information
by verifying whether a site is trustworthy.
Exercise 10 IDENTIFY
1 Read the directions and ask students to note their answers
to the questions.
2 Put students in pairs to share their ideas.
3 Call on students to share their answers with the class.
Answers
Students’ answers will vary. Sample answers include:
1 four
2 1) Parents should be able to monitor their children’s online
activities; 2) Teenagers may feel that they are mature,
but it is parents’ responsibility to make sure they are safe
from strangers; 3) Parents can also discover problems like
cyberbullying; 4) Restatement of main idea
3 Counterarguments are presented before arguments.
4 The writer concludes by restating the thesis. No new
arguments are presented.
Exercise 11 PREPARE
1 Read the essay topics. For each topic, ask the class to
brainstorm a couple of pro and con arguments.
2 Read the directions. Have students work independently to
plan their essays. Tell them to make notes but not to begin
writing the essay yet. Circulate and provide assistance as
needed.
Exercise 1 ACTIVATE
Listening Skill
Listening for gist
GO ONLINE
1 Read the information in the Listening Skill box aloud and
ask students to read along silently.
2 Check comprehension. Ask students what it means to
listen for the gist (to listen for the general idea without
focusing on the details).
3 Have students close their books. Ask, What are some
questions you can ask yourself to help you identify the gist?
(What is the genre? What is the topic? How many speakers
are there? What are some of the main points?) Write them
on the board. Encourage students to explain what they
mean by genre and topic. Ask why it might help to identify
the number of speakers.
Extra Practice
1 Find three short (1-2 paragraph) news articles that you
think students will understand the gist of. You can search
for “easy English” or “News for ESL students” articles
online.
2 Put students in pairs. Tell them that you will read the
news articles aloud once and they need to work with
their partners to write one or two sentences explaining
the gist of the article. Pause after each article to give the
pairs time to write.
3 When you have finished all three articles, have the pairs
sit with another pair and compare what they wrote.
Ask them if they agree about the gist of the articles and
clear up any disagreements by reading them again if
necessary.
e Exercise 2 ASSESS
Read the directions. Play the audio and elicit the answers
from the class.
Answers
Exercise 12 WRITE
Review the information in the Writing Skill box on page 44.
Have students work independently to write their essays.
a show about lifestyles / the privacy of people living in a big
cities / people who live in urban areas
© Copyright Oxford University Press
4511186_WA_TG5.indb 47
Level 5 Unit 4
47
5/10/19 1:30 PM
Audio Script
e CD 1, Track 21
WilliamGood afternoon. I’m William Grant, and you’re listening
to Lifestyles Live. This week we’re talking to people who
live in urban areas to find out how they feel about the
issue of privacy. Is privacy important to everyone? Is
privacy possible when you live in a big city with people
and cameras everywhere? And what about the fact that
cameras are now used in police cars and even on police
uniforms? I’m thinking you listeners must have some
pretty strong views on this, so here’s your chance to
have your say. Call in now to share your opinions.
e Exercise 3 IDENTIFY
Read the directions. Tell students to take notes as they listen.
Play the audio.
Answers
1 Barry: Doesn’t see cameras as an invasion of privacy; police
have to catch criminals somehow. Responsible citizens don’t
need to worry about cameras; police can film whatever they
want; no one watches those videos unless a crime has been
committed.
2 Maya: Privacy matters no matter where you live; not about
whether you’re a “good guy” or a “bad guy”; we must have
the freedom to live our lives without feeling like we’re being
monitored; saw a drone fly right past her bedroom window;
shouldn’t have to worry about strangers looking through
social media posts and viewing photos or comments that are
intended for family members or friends; wants her privacy
3 Sandra: Privacy is really important, and even though crime
is a problem, we must be allowed to go about our daily
lives without being filmed. The biggest issue is the Internet
because it’s so difficult to control your privacy online. Social
media sites really have to make it easier for people to protect
their privacy. Has a rule: never connect with someone on
social media unless he knows a bit about them.
Audio Script
e CD 1, Track 22
WilliamOK, now we have Barry on the line from Toronto. Barry, tell
us what you think. In what ways is your privacy affected by
living in a large city?
BarryHi, William. Thanks for taking my call. Well, you mentioned
street cameras. The police just installed several cameras
in my neighborhood—I think there must have been some
complaints about crime or something. Anyway, some of
my neighbors were upset about the privacy issue, but I
don’t see cameras as an invasion of privacy. I mean, if I
haven’t done anything wrong, why do I have to hide? What
I mean is, there are plenty of people out there committing
crimes, and the police have to catch them somehow. I’m
a responsible citizen. I don’t need to worry about the
cameras in streets or in shopping malls. The police can
film whatever they want as far as I’m concerned. No one
watches those videos unless a crime has been committed,
and when they do, it will help me because it will prove that
I couldn’t have committed the crime!
WilliamGreat point. Thanks, Barry. You have a pretty open attitude.
I’m not sure everyone shares your opinion, though. OK, we
have another caller on the line. Maya – is that right?
Yes, that’s right.
Maya
WilliamGreat! So, Maya. What do you think? Does privacy matter
even when you’re a “good guy”?
MayaYes, it certainly does, William, no matter where you live.
People who say they don’t have anything to hide are
missing the real issue here. It’s not about whether you’re
a “good guy” or a “bad guy with secrets to hide”. It’s about
personal freedom. That is, we must have the freedom to
live our lives without feeling like we’re constantly being
monitored. Yes, I have nothing to hide, but I do have a
48
Wide Angle Teacher’s Guide
4511186_WA_TG5.indb 48
personal life. Just last week I saw a drone fly right past my
bedroom window.
William Oh, wow. That couldn’t have made you feel very safe.
MayaNo, it was a terrible feeling! I think it might just have been
kids playing with a drone, but I didn’t like it one bit. In
the same way, I shouldn’t have to worry about strangers
looking through my online profiles or social media posts
and viewing photos or comments that are intended for
my family members or friends. In other words, I want my
privacy, and surely I have a right to it, don’t I?
WilliamThanks, Maya, I think you’ve made some really good points.
Now, we have Sandra on the line. Hi Sandra, you’re on
the air.
SandraThanks. I agree with your last caller. It must have been
shocking to see that drone. Privacy is really important, and
even though we live in the city and crime is a problem,
we must be allowed to go about our daily lives without
being filmed. But I feel the biggest issue people need to
consider is the Internet because it’s so difficult to control
your privacy online. Social media sites really have to make
it easier for people to protect their privacy. I’ve had some
really bad experiences. For example, I use a professional
networking site for work, and a few months ago, I received
a friend request from a guy I didn’t know, so of course I
ignored it. To clarify, I have a rule that I never connect with
someone unless I know something about them. That’s my
right, isn’t it? But this guy must’ve been really annoyed
when I didn’t connect with him because I started getting
more and more requests from him. I don’t know what he
wanted, but he could’ve been anyone, and I found his
behavior threatening. In the end, I just blocked him, and I
haven’t had a problem since.
WilliamMmm, that’s a really difficult one, Sandra. Thanks for
sharing your story. I’m sure there are others who have been
affected by issues like these.
Exercise 4 INTERACT
1 Have students compare their answers with a partner and
discuss other situations where they listen for the gist.
2 Call on students to share ideas of when they listen for the
gist (for example, the news, a podcast, a TV documentary).
Elicit contrasting situations where they need to listen
for details (for example, when getting directions or
instructions or during a college lecture.)
e Exercise 5 IDENTIFY
1 Read the directions. Have students read the statements in
preparation for listening.
2 Play the audio and have students label the sentences. Call
on students for the answers.
Answers
1 S
2 B
3 S
4 S/M
5 B
6 B
e CD 1, Track 23
WilliamGood afternoon. I’m William Grant, and you’re listening
to Lifestyles Live. This week we’re talking to people who
live in urban areas to find out how they feel about the
issue of privacy. Is privacy important to everyone? Is
privacy possible when you live in a big city with people
and cameras everywhere? And what about the fact that
cameras are now used in police cars and even on police
uniforms? I’m thinking you listeners must have some pretty
strong views on this, so here’s your chance to have your say.
Call in now to share your opinions.
WilliamOK, now we have Barry on the line from Toronto. Barry, tell
us what you think. In what ways is your privacy affected by
living in a large city?
BarryHi, William. Thanks for taking my call. Well, you mentioned
street cameras. The police just installed several cameras
in my neighborhood—I think there must have been some
© Copyright Oxford University Press
5/10/19 1:30 PM
complaints about crime or something. Anyway, some of
my neighbors were upset about the privacy issue, but I
don’t see cameras as an invasion of privacy. I mean, if I
haven’t done anything wrong, why do I have to hide? What
I mean is, there are plenty of people out there committing
crimes, and the police have to catch them somehow. I’m
a responsible citizen. I don’t need to worry about the
cameras in streets or in shopping malls. The police can
film whatever they want as far as I’m concerned. No one
watches those videos unless a crime has been committed,
and when they do, it will help me because it will prove that
I couldn’t have committed the crime!
WilliamGreat point. Thanks, Barry. You have a pretty open attitude.
I’m not sure everyone shares your opinion, though. OK, we
have another caller on the line. Maya – is that right?
Maya
Yes, that’s right.
WilliamGreat! So, Maya. What do you think? Does privacy matter
even when you’re a “good guy”?
MayaYes, it certainly does, William, no matter where you live.
People who say they don’t have anything to hide are
missing the real issue here. It’s not about whether you’re
a “good guy” or a “bad guy with secrets to hide”. It’s about
personal freedom. That is, we must have the freedom to
live our lives without feeling like we’re constantly being
monitored. Yes, I have nothing to hide, but I do have a
personal life. Just last week I saw a drone fly right past my
bedroom window.
William Oh, wow. That couldn’t have made you feel very safe.
MayaNo, it was a terrible feeling! I think it might just have been
kids playing with a drone, but I didn’t like it one bit. In
the same way, I shouldn’t have to worry about strangers
looking through my online profiles or social media posts
and viewing photos or comments that are intended for
my family members or friends. In other words, I want my
privacy, and surely I have a right to it, don’t I?
WilliamThanks, Maya, I think you’ve made some really good
points. Now, we have Sandra on the line. Hi Sandra, you’re
on the air.
SandraThanks. I agree with your last caller. It must have been
shocking to see that drone. Privacy is really important, and
even though we live in the city and crime is a problem,
we must be allowed to go about our daily lives without
being filmed. But I feel the biggest issue people need to
consider is the Internet because it’s so difficult to control
your privacy online. Social media sites really have to make
it easier for people to protect their privacy. I’ve had some
really bad experiences. For example, I use a professional
networking site for work, and a few months ago, I received
a friend request from a guy I didn’t know, so of course I
ignored it. To clarify, I have a rule that I never connect with
someone unless I know something about them. That’s my
right, isn’t it? But this guy must’ve been really annoyed
when I didn’t connect with him because I started getting
more and more requests from him. I don’t know what he
wanted, but he could’ve been anyone, and I found his
behavior threatening. In the end, I just blocked him, and
I haven’t had a problem since.
WilliamMmm, that’s a really difficult one, Sandra. Thanks for
sharing your story. I’m sure there are others who have been
affected by issues like these.
your vocabulary will improve if you read more. / In other
words, if you read more than just your homework, you will
learn faster.)
Extra Practice
1 Put students in small groups. Write five statements on
the board:
1. The students need to begin working harder.
2. They haven’t put much effort into learning the grammar.
3. We don’t believe it’s necessary for the teacher to assign
homework.
4. Bringing your lunch to school instead of buying it can
save you a lot of money.
5. New computers for the classroom would be very useful
for the students.
2 Have the group members work together to add
a clarifying sentence to each one, using the five
expressions from the box. Tell students they all need to
write the sentences the group comes up with.
3 Have each group member meet with someone from
a different group and compare their clarification
sentences. Call on several people to share one example
for each sentence on the board.
e Exercise 6 IDENTIFY
1 Read the directions and play the audio again. Have
students complete the sentences, pausing between items
as necessary.
2 Have students compare their answers with a partner.
Answers
1 I mean
2 What I mean is
5 To clarify
e CD 1, Track 24
1 BarryI don’t see cameras as an invasion of privacy. I mean, if
I haven’t done anything wrong, why do I have to hide?
2 SandraWhat I mean is, there are plenty of people out there
committing crimes, and the police have to catch them
somehow.
3 MayaThat is, we must have the freedom to live our lives
without feeling like we’re constantly being monitored.
4 MayaIn other words, I want my privacy, and surely I have a
right to it, don’t I?
5 SandraTo clarify, I have a rule that I never connect with someone
unless I know a bit about them. That’s my right, isn’t it?
t Exercise 7 WHAT’S YOUR ANGLE?
1 Ask students to talk to a partner about whether they agree
with the statements in Exercise 6.
2 Call on volunteers to share their opinions with the class.
Grammar in Context
Past modals of deduction
Vocabulary Development
GO ONLINE
Phrases for clarification
GO ONLINE
1 Direct students to read the information in the Vocabulary
Development box.
2 List the phrases on the board: that is, that is to say, to clarify,
to put it another way, in other words.
3 Make a statement of opinion and elicit ways to add to it
using the phrases on the board. For example, You should
read in English every day in order to progress. (That is to say,
1 Read the information in the Grammar in Context box
aloud and ask students to read along silently.
2 Write a statement on the board and elicit different
deductions about it using the modals. Ask students to
explain their choice of modal. For example: Maria looks
really tired this morning. (She must not have slept enough
last night. She might / may / could have stayed up too late
watching TV.)
© Copyright Oxford University Press
4511186_WA_TG5.indb 49
3 That is
4 In other words
Level 5 Unit 4
49
5/10/19 1:30 PM
3 Point out that when we use can’t / couldn’t have, we often
provide some explanation. (She can’t have worked very
late. I didn’t see her here all afternoon.)
4 For additional information, see the Grammar focus on
page 162.
Extra Practice
1 Find pictures of people expressing clear emotions by
searching for images such as very tired, very hungry,
crying, very excited, surprised, angry. Bring enough
pictures so each small group of students can have one.
2 Give each group a picture and a piece of paper. Tell
them to work together to write one sentence about the
picture using a past modal of deduction.
3 Have the groups exchange pictures. Tell them to write
another sentence about the new picture using a
different modal than the previous group used. Have
them continue passing until every picture has three or
four sentences with it.
4 Have the last group display the picture and read the
associated sentences aloud. Discuss the use of the modals.
5 Keep the papers for use in the Pronunciation Skill box.
1 Read the instructions. Have students work independently
to complete the sentences.
2 Call on students for the answers.
Answers
1 must have left
2 must not have enjoyed
3 may have been / might have been / could have been
4 couldn’t have seen
5 must not have noticed
6 must not have known
Reduced form of have in past modals
GO ONLINE
1 Ask students to read the information in the Pronunciation
Skill box.
2 Say and have students repeat the reduced modals in
the box. Point out that the reduced pronunciation is so
common that native-speaking children often think that
they are saying of rather than have (as in “should of”).
More to Say…
Focus: Students practice reducing have in past modals.
Grouping Strategy: Changing pairs
Activity Time: 10 minutes
Ready,
Find some pictures in magazines or online of people in
interesting or difficult situations, such as a person sitting in
front of the computer with a very happy look on his or her
face, or a person looking at a piece of paper and looking
angry, or a person on a scale looking unhappy. Prepare
enough of these pictures so that each person in the class
has a different picture.
4511186_WA_TG5.indb 50
Keep Going!
Have students share their favorite guesses with the class.
Instruct them to hold up their pictures and repeat the
sentence out loud, focusing on reducing the word have.
1 Play the first sentence and demonstrate crossing out the
modal and replacing it with the reduced schwa sound /ә/.
2 Play the rest of the audio and have students complete the
exercise.
Answers
1 might’ve
2 couldn’ ә
3 nott ә
4 must’ve
5 could ә
6 not’ve
e CD 1, Track 25
Exercise 10 APPLY
Have students take turns reading the sentences from
Exercise 9 with a partner. Circulate and provide feedback on
pronunciation.
Pronunciation Skill
Wide Angle Teacher’s Guide
Go!
1 Have the students stand up and walk around the room
to meet with different partners and share sentences
with must have and might have.
2 Circulate, correct, and praise as appropriate.
e Exercise 9 IDENTIFY
Exercise 8 APPLY
50
Set…
1 Give each student a picture.
2 Tell students they are going to meet with 8 to 10
partners. They will show their picture and they will
look at their partner’s picture. They will take turns
making sentences about what must have or might have
happened to cause the situation in the picture. Remind
the students to reduce have.
3 Instruct the students to remember the best guess, in their
opinion, about what caused the situation in their picture.
Extra Practice
Have students take turns reading the sentences in the
Grammar in Context box. Tell them to focus on using a
reduced form of have.
Exercise 11 INTEGRATE
1 Read the directions and elicit possible completions for the
first sentence (for example, must’ve stolen it).
2 Have students work independently to complete the rest
of the sentences.
Exercise 12 INTERACT
1 Tell students to take turns reading their sentences from
Exercise 11 with a partner. Encourage them to use the
reduced pronunciation.
2 Direct the pairs to look back at the sentences and talk
about whether they or anyone they know has had similar
experiences.
3 Call on volunteers to share one of the experiences they
have had or know about.
© Copyright Oxford University Press
5/10/19 1:30 PM
t Exercise 13 WHAT’S YOUR ANGLE?
Video Script
1 Read the directions. Have the class brainstorm some
examples of when their privacy was invaded, for example:
a parent, friend, or roommate looked through their
belongings, phone, or computer; a stranger listened to
their conversation or took pictures of them in public; or a
company used their private information.
2 Give students time to take notes about the experience
they want to describe. Tell them not to write every word.
3 Put students in small groups. Have them take turns telling
their stories. Tell them to briefly review their notes before
they begin speaking, but not to read while they talk.
Circulate and makes notes about any issues to discuss
when the activity is finished.
r English For Real Video Unit 4
Scene 1
Student Nice photo!
Sarah Hi Max. What’ll you have today?
Max
Hey, Sarah. Just the usual.
SarahMax, do you ever drink coffee? … Well, I wish I’d never started
drinking it. Now I can’t wake up without at least two cups!
Max
Oh, no… Kevin’s here.
Andy
He’s upset. Yep.
Kevin I knew I shouldn’t have shared that.
Andy
Well… yeah. He looked ridiculous… but…
Kevin It was a joke! I really wish I hadn’t done that.
Andy
Yeah, if only I hadn’t sent it to Phil! Max has no idea.
KevinTry not to feel too bad. At least you weren’t the one who
shared it with Dave!
Andy
Max will forgive you…eventually.
Scene 2
Read the directions. Elicit answers from the class. Share your
own story about accidentally hurting someone’s feelings. For
example: Once I had a party at my house and invited a lot of my
neighbors, but I forgot to give an invitation to one person who I
knew pretty well. She was very offended, and even after I apologized,
it took her a long time to forgive me, but eventually she did.
Sarah Max, I bet Kevin really wishes he hadn’t done that.
MaxYeah… but I shouldn’t have tried to be someone I’m not by
wearing ridiculous clothes.
Sarah Don’t worry. Everyone will forget about it eventually.
Max
Right… some day!
SarahEveryone has regrets. I wish I hadn’t taken time off from my
studies…
MaxThere’s nothing wrong with taking time off. I wish I’d taken
a year off to travel before going to college.
Sarah Max. I’m sure that Kevin feels awful. Go talk to him.
Andy
Oh wow … I have to go talk to Cathy Edwards.
Kevin You haven’t spoken to her yet?
AndyNo. I probably shouldn’t have accepted the new internship
before I talked with Cathy.
Kevin Good luck, Andy… See you.
Exercise 2 ASSESS
Real-World English
Lesson 4.4
If Only I Hadn’t
Student Book pages 48 – 49
Exercise 1 ACTIVATE
1 Direct students’ attention to the video stills. Ask them
how the characters feel. Read the questions aloud and ask
students to discuss them with a partner.
2 Call on students to share their ideas with the class.
Answers
Students’ answers will vary. Sample answers may include:
Picture 1
Kevin and Andy are in the coffee shop with someone else. It
looks like they are having an informal conversation because they
are looking at their phones.
Picture 2
Max and Sarah are talking to each other. Their relationship is
close-ish and it appears that they are having a more serious
conversation because of Sarah’s caring look and Max’s glum
expression.
Expressing regret
1 Read the information in the box aloud and ask students to
read along silently. Model appropriate body language for
the example sentences. Demonstrate the meaning of sigh.
2 Discuss the body language for expressing regret. Ask if
the behavior is the same in the students’ countries and be
sensitive to any cultural differences.
Extra Practice
Distribute a “regret card” to each student. Have them stand
and read the regret to a partner. The partner responds, and
then they exchange cards and find a new partner. Continue
the activity until everyone has spoken to four or five people.
Regret cards:
I should have gone to bed earlier.
r Exercise 3 IDENTIFY
I shouldn’t have bought my car.
1 Read the directions.
2 Play the video. Tell students to take notes about what
each character regrets.
I wish I had studied for the test.
Answers
I shouldn’t have quit my job.
Sarah: starting to drink coffee, not finishing school / submitting
her final project
Andy: sharing the photo with Dave, not talking to Cathy before
his internship
Max: wearing ridiculous clothes, trying to be someone else, not
taking a year off
Kevin: sharing the photo of Max
I wish I hadn’t lost my coat.
I should have saved more money last year.
I should have canceled my appointment.
I wish I had gotten up earlier.
I wish I hadn’t eaten that sandwich.
I should have called my brother yesterday.
© Copyright Oxford University Press
4511186_WA_TG5.indb 51
Level 5 Unit 4
51
5/10/19 1:30 PM
Exercise 5 NOTICE
Real-World English Strategies
Successfully expressing regrets and wishes involves
not only knowing what is appropriate to say, but also
choosing the right words to express it. What your students
may struggle with in this lesson is the grammatical forms
used to express regrets and wishes, which are quite
complex in English.
1 First, ask your students to make a list of the expressions
they hear in the video:
• Sarah: I wish I’d never started drinking it.
• Kevin: I knew I shouldn’t have shared that.
• Etc.
2 Ask the students what other expressions can be used to
express regrets and wishes, for instance:
• I regret (gerund)
• If I could do it again, I’d…
• If I could do it again, I wouldn’t…
3 Next, tell the students to imagine this is their last day
of school. Each student should write at least three
sentences about the things they regret doing / not
doing while they were here. Ask them to use a different
expression / construction for each sentence.
4 When ready, they should turn to a partner, read
each other’s sentences, and correct any grammatical
mistakes they find.
5 As the next step, tell the students to identify the
structure which they found the most difficult when
writing and correcting the statements. Very likely,
these will contain the contraction I’d, and what in the
literature on grammar is often referred to as the third
conditional. At this point, you may want to give a short
review on what I’d stands for (I would or I had), and how
to build sentences in the third conditional, as well as
address any other questions your students may have.
Exercise 4 EXPAND
1 Review Sarah’s first regret (starting to drink coffee). Have
the class call out a rating from 1 to 4. Call on a volunteer to
explain the rating they those.
2 Have students work independently to rate the rest of the
regrets. Ask them to discuss their choices with a partner.
Answers
Students’ answers will vary. Sample answers include:
52
Regret 1
Regret 2
Sarah
starting to drink
coffee 1
taking time off from her
studies 3
Andy
sharing photo with
Phil 4
not talking to Cathy
before his internship 2
Max
wearing ridiculous
clothes trying to be
someone else 4
not taking a year off to
travel before college 2
Kevin
sharing the photo of
Max with Dave 4
Wide Angle Teacher’s Guide
4511186_WA_TG5.indb 52
Elicit answers to the question. If students need to see the
video again to answer, tell them to also observe the body
language in preparation for Exercise 6.
Answers
Students’ answers will vary. Sample answers include:
agreeing that they shouldn’t have done it, telling them not to
worry, sharing their own regrets
Exercise 6 EXPAND
Elicit answers to the question. Replay the video if necessary.
Ask students what kind of emotions are suggested by the
body language.
Answers
Students’ answers will vary. Sample answers include:
shaking head, looking downward, looking sad, grimacing
e Exercise 7 IDENTIFY
1 Have students read over the statements in preparation
for listening. Play the audio and have them work
independently to complete the sentences.
2 Call on students to read the completed sentences aloud.
Answers
1 wish I’d never
2 shouldn’t have shared that
3 wish I hadn’t
4 if only I hadn’t
5 shouldn’t have
6 Don’t worry
7 wish I’d taken
8 I’m sure that Kevin feels awful
e CD 1, Track 26
Exercise 8 ANALYZE
1 Read the directions. Ask students to work with a partner to
complete the chart.
2 Call on students for the answers.
Answers
Expressing regrets
Responding to regrets
1, 2, 3, 5, 7
4, 6, 8
Exercise 9 INTERACT
Elicit students’ answers to the questions. Tell them to
consider tone of voice and body language as well as what
was said.
Answers
Students’ answers will vary. Sample answers include:
Yes, everyone responded appropriately. Sarah used sympathetic
tones with Max when she talked about Kevin. And Max gave
Sarah reassurance about taking time off. Kevin and Andy use
body language by shaking their heads to express regret or guilt.
© Copyright Oxford University Press
5/10/19 1:30 PM
t Exercise 10 WHAT’S YOUR ANGLE?
1 Ask students to discuss the questions with a partner.
2 Call on volunteers to share their opinions about which
regrets were most serious and to relate any interesting
stories they heard from their partners.
Exercise 11 PREPARE
1 Read the situations aloud and elicit some example
statements.
2 Give students time to choose a situation and make notes
about what they will say.
Exercise 12 INTERACT
1 Put students in small groups. Tell students to review their
list of regrets and then put them away so that they are not
reading during the conversation.
2 Ask the group members to take turns expressing and
responding to regrets. Circulate and make a note of any
issues to discuss with the class.
3 Tell the groups to discuss how it went. Elicit any questions
or problems that came up.
4 Remind students to go online to create their own version
of the video.
Lesson 4.5
Reply All
Student Book page 50
Exercise 1 ACTIVATE
Read the questions and elicit answers from the class. Ask
students if they have experienced or heard of any problems
people had because of “reply all.”
Exercise 2 IDENTIFY
Ask students to look at the two illustrations and explain what
they think is happening in each one. (For example: The boss
is yelling at an employee. The employee is sending an email
complaining about the boss.)
e Exercise 3 IDENTIFY
Read the directions. Play the audio and elicit students’
answer to the question.
Audio Script
e CD 1, Track 27
IanI’ll tell you how I got fired from the first company I worked
for, but I’d appreciate it if you’d keep it to yourself. I
wouldn’t want people finding out and getting a bad
impression of me.
Nick
Don’t worry, your secret’s safe with me.
IanOK, so it was my first job, and I was really nervous about it.
At first my boss was polite and helpful, but he wasn’t very
friendly, you know, he was very efficient and businesslike.
NickMmm, I know what you mean. Some bosses can be
like that.
IanWell, I had a feeling that he didn’t really like me much, but
things seemed to be going along fine. I was getting used to
the job and doing pretty well—or so I thought—and then
one day, I got a strange email from my boss. Only the email
wasn’t intended for me.
Nick
What do you mean?
IanWell, the email had my name “Ian Dudley” in the subject
line. I thought it was kind of odd, and I was curious as to
why my boss would write me an email with me as the
subject.
Nick
Uh-huh, I guess I might have been curious too.
IanSo, I clicked on the email to open it, and I quickly realized
that my boss had definitely not meant the email for me. In
fact, the email was actually a formal complaint letter about
me to the company president.
Nick
Whoa. That’s not fair…
IanYeah, tell me about it. My boss had written the email to
the company president saying that I never should’ve been
hired and that I didn’t have the required experience or skill
to successfully do the job. The letter said that I had ignored
his instructions and had a bad attitude when he had “tried”
to train me.
NickWhat? He couldn’t have been talking about you. You never
have a bad attitude!
IanExactly! I was completely surprised, as he had never spoken
to me or given me any clue that there was a problem. I
think he must not have liked me from the start. I might
have reminded him of someone else she disliked or
something.
So why do you think he included you on the email?
Nick
IanI’m sure he didn’t mean to. I think the email was a reply to
an old message sent by the company president. Only my
boss clicked “reply all” by accident, and as a result, the
message ended up in my inbox, too.
NickOh, I’ve done that. Yup. That “reply all” feature can be
dangerous. So, if the letter wasn’t true, why did they fire
you in the end?
IanWell, on account of my anger when I saw the email and
realized what it was, I did something I probably shouldn’t
have.
Nick
Uh-oh. What.
IanI clicked Reply All and then I wrote a very nasty response
to both of them. I let the company president know exactly
what I thought of my boss, and I used some pretty strong
language, too. I said that I didn’t want to work for him
anyway because he was such a rude person, and I thought
he was the one who shouldn’t have been hired.
Ah, I see. So, is that why you were fired?
Nick
Ian
Yes, that was part of it.
NickThat seems unfair. I mean, your boss got to keep his job
when he obviously wasn’t a very effective leader.
Ian
Well, actually, that’s not exactly the whole story.
Nick
No?
IanNo. We both lost our jobs over the issue. The president said
the company needed people who could work well together
and whom she could trust to use email appropriately;
consequently, she fired both of us.
Nick
Oh, wow…
IanI know I shouldn’t’ve sent the email, but I just felt so angry. I
just wish I hadn’t …
Speaking
Describing experiences
GO ONLINE
1 Ask students to read the information in the box.
2 Check comprehension. Ask: What phrases do we use to
explain reasons for our actions? (due to, as, since, because)
What phrases do we use to describe consequences of our
actions? (as a result, because of this, so, and consequently)
Explain that consequently is more common in writing or
formal speech than in conversational English.
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Level 5 Unit 4
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Extra Practice
1 Make word cards with the phrases from the box and
distribute one card to each student.
2 Tell the students to write something about themselves
using the word on the card. Explain that other students
will be reading it and trying to guess who wrote it, so it
should reveal something about themselves, but not be
too private. For example, My father is a chef. As a result,
I learned how to cook at a young age.
3 Collect and redistribute the cards. Tell the recipient to
read the sentence to the class and guess who wrote it.
e Exercise 4 IDENTIFY
1 Direct students to read the questions in preparation for
listening.
2 Play the audio and tell students to note their answers to
the questions.
Exercise 7 PREPARE
1 Tell students to work independently to take notes about
the experience they are going to describe and follow the
steps in the book.
2 Circulate and assist as necessary.
Exercise 8 INTEGRATE
Put students in groups to share their experiences. Tell group
members to respond appropriately to any regrets.
t Exercise 9 WHAT’S YOUR ANGLE?
1 Have each group sit with another group and share the
descriptions. Alternatively, have each student pair off with
a student from a different group to share descriptions.
2 Tell the groups or pairs to discuss how well they expressed
and responded to regrets.
Answers
1 He wants Nick to keep quiet about it, doesn’t want people to
have a bad impression.
2 He thought he was polite but not very friendly.
3 It said Ian never should’ve been hired, didn’t have the
required experience or skill, had ignored instructions, and had
a bad attitude.
4 He thinks the boss clicked “reply all” and sent it to him by
accident.
5 He replied and used some unkind words about his boss, said
he didn’t want to work for him anymore.
6 Both Ian and his boss were fired.
e CD 1, Track 27
Exercise 5 INTEGRATE
1 Have students discuss their answers to Exercise 4 with
a partner. Tell them to share any similar stories that
they know.
2 Call on students to share any interesting stories they heard
from their partners.
Exercise 6 IDENTIFY
1 Read number 1 aloud and elicit the answer. Ask the
students what other words the speaker could have used
instead of since (because, as).
2 Have students work independently to complete the
exercise. Call on students for the answers and elicit
alternatives the speaker could have used.
Answers
1 as
2 as a result
54
3 On account of
4 because
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4511186_WA_TG5.indb 54
5 consequently
© Copyright Oxford University Press
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Zoom In
Unit 4 Review
Exercise 6
Student Book page 150
Vocabulary
Exercise 1
Answers
1 icon
2 accomplish
3 clarify 5 exploited 7 Consequently,
4 forum 6 expertise 8 invasions
Exercise 2
Answers
1 say
2 words
3 clarify
4 another way
5 that
GO ONLINE Encourage students to go online to play the
vocabulary game.
Grammar
Exercise 3
Answers
1 A: have to; B: can; don't
have to
2 A: need to; B: must do; can't;
need to
Exercise 4
Answers
Students’ answers will vary.
GO ONLINE Encourage students to go online for further
grammar reference and information and to play the
grammar game.
1 Have the class brainstorm online behaviors that people
might regret, for example, bad purchases, getting into
arguments, offending someone, and giving information
away. Tell students to think of their own example and to
take one minute writing notes and preparing to talk about
it. Remind them to use linking words to show results and
past modals of regret. Put students in small groups and
have the students take turns speaking. After each speaker
finishes, tell listening students to provide feedback on
what he or she did well.
2 Have the class brainstorm ideas. (For example, companies
can offer better products if they have more information
about the consumer, but consumers should have the right
to control who gets their information.) Tell students to
write a paragraph and remind them to use contrast words
to introduce arguments and counterarguments. Collect
and provide feedback on their work.
3 Have students choose a situation, for example, using a cell
phone in a restaurant / on a train, and do an image search.
Tell them to print out the picture or save it on their phone.
Have them sit in small groups to share and talk about the
image.
Exercise 7
Tell students to think about how they did on each of the
tasks in Exercise 6 and to complete the sentences. Circulate
and make a note of which skills students feel they need to
improve. Remind students that they can review the online
activities for any skills they need more practice with.
Discussion Point
Exercise 5
OXFORD REFERENCE
Read the quote aloud. Ask students if they know who Ayn
Rand is (author of Atlas Shrugged and The Fountainhead,
famous for her philosophy of Objectivism). Have students
discuss in small groups whether they agree with the quote
and why or why not.
Answers
Students’ answers will vary. Sample answers include:
Agree: The right to privacy is important to personal freedom,
which should be the main goal of civilized society.
Disagree: Other aspects of society (like cooperation) are more
important than privacy.
GO ONLINE Encourage students to go online to listen to
the podcast and add their comments to the discussion
board.
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Wide Angle Teacher’s Guide
Unit Overview
Unit 5 Alternatives
5.4 Taken by Surprise
Introduction to the unit
The title of this unit – Alternatives– summarizes the main
theme: alternative ways of solving different kinds of
problems.
In Lesson 5.1, students read an article about how social
robots will be used as an alternative approach in many
different fields, from medicine to education. In Lesson 5.2,
students read an essay about an alternative approach to
doing household tasks. Then they write their own essay
about alternative solutions to problems they have faced.
In Lesson 5.3, students listen to an interview about an
alternative lifestyle—“living off the grid.” In Lesson 5.4,
teachers use Real-World English Strategies to help students
practice delivering bad news. Lesson 5.5 summarizes
what students have learned about the theme of
alternatives. They listen to a discussion about alternative
health care solutions of the future and then make and
discuss their own predictions.
Lessons
5.1 The Human-Robot Connection
Reading Skill Recognizing homographs
Grammar in Context Future forms
Vocabulary Development Adverbs of probability
• Recognize homographs in an article
• Identify and use a variety of future forms
• Use adverbs of probability to make predictions
Real-World English Delivering bad news
• Identify a conversation structure for delivering bad news
• Deliver and respond to bad news
5.5 The Next Big Thing
Speaking Making speculations
• Use phrases and modals to make speculations
• Make predictions using language for speculating
Resources
Class Audio CD 2, Tracks 2–9
Workbook Unit 5, pages 29–35
Oxford Readers Correlations
Far from the Madding Crowd (9780194657525)
Teacher's Resource Center
Assessments: Unit test
Class video
English For Real video
Grammar focus
Grammar Worksheets
Oxford Reference Worksheets: upper / lower
Vocabulary cards
Newslea articles
Word list
5.2 Alternative Solutions
Grammar in Context Future perfect
Writing Skill Introducing examples and explanations
• Analyze examples and explanations in an essay
• Use language to introduce examples and explanations in
an essay
• Understand and use vocabulary for job ads (Oxford 5000)
• Identify and use the future perfect
5.3 Living Off the Grid
Listening Skill Making inferences
Pronunciation Skill Compound nouns
Grammar in Context Future perfect versus future
continuous
• Make inferences about a podcast interview
• Identify stress in compound nouns
• Identify and use the future perfect and future continuous
56
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4511186_WA_TG5.indb 56
© Copyright Oxford University Press
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Unit Opener
r Video Script
Student Book page 51
The photo on page 51 shows tents in a forest. It relates
to the unit theme of alternatives because it depicts an
alternative lifestyle. Students may discuss different kinds
of homes that people live in, different environments, and
different kinds of communities.
Photographer
Nadia Shira Cohen
Nadia Shira Cohen (b. 1977) was born in Boston. At the age
of 15 Nadia was diagnosed with cancer and at the same
time received her first camera. She began documenting her
physical transformation in portraits as well as documenting
her peers in the hospital. She continued to pursue her
passion for photography at the University of Vermont, with
a semester abroad at the SACI School in Florence, Italy. In
2014 Nadia became staff photographer for the International
Committee of the Red Cross. She has been based in Rome,
Italy since 2007 where she has been diligently working to
tell stories of the lives of people who interest her and which
she compassionately feels the need to expose. Today Nadia
is a freelance photojournalist and a correspondent for The
New York Times. She works frequently in Latin America,
as well as in Haiti, Kazakhstan, the Congo, Rwanda, and
Kosovo, focusing on human rights, reproductive rights,
environmental issues, disaster, revolution, and migration,
among other issues. Her work has been exhibited
internationally and she is an IWMF Fellow and a Pulitzer
Center on Crisis Reporting grant recipient for her work on
gold mining in Romania.
Unit Snapshot
1 Direct students’ attention to the first question. Elicit their
ideas. Explain that they’ll be reading about human / robot
interaction in Lesson 5.1.
2 If students don’t know the answer to question 2, draw a
grid on the board. Explain that in this expression, “grid”
refers to the electrical grid and other city services. Tell
them that in Lesson 5.2, they’ll be listening to an interview
and discussing people who choose to live without those
services, or “off the grid.”
3 For question 3, elicit examples of alternative medicine. Tell
students they will discuss this topic in Lesson 5.3.
Discussion Questions
1 Direct students’ attention to the questions below the
picture. Encourage students to offer their opinions and
stress that there are many ways to answer.
2 Optionally, before asking students to answer the
discussion questions, show the photographer video
where Nadia Shira Cohen answers some of the questions
from her perspective. Play it for students as many times
as needed to check comprehension and discuss any
vocabulary items.
Answers
Students’ answers will vary. Sample answers include:
1 an alternative kind of housing and community
2 modern lifestyles are too stressful or unhealthy
3 yes / no
This was taken at the campsite of a network of Italian
and French cowboys and horse showmen and women in
Chiusdino, Italy, during the transumanza. The transumanza
is an ancient Italian tradition of the movement of livestock
from the mountains to the lowlands.
Living in tents even for a temporary period presents an
alternative way of life when one is surrounded by more
modern options. There is no running water or electricity but
for some this distance from modern convenience changes
the dynamic of their life and how they approach other tasks.
Some want a simple approach to living as they feel it clears
their head and keeps them more connected to nature.
The status quo is not for everyone and some people may
choose to live differently than most people are living. To live
alternatively often takes courage to move away from the
pack and sometimes to face stigma because of it.
Unit Opener Exercise
1 Direct students to read the questions. For question 1, elicit ideas
from the class and write them on the board.
2 Have students discuss the ideas on the board and the rest of the
questions with a partner.
3 Call on students to share their ideas with the class.
Real-World Goal
By the end of this unit, students will be able to consider an
alternative way of doing something because they will have
discussed alternative solutions to problems, alternative
lifestyles, and alternative medicine, and they will have
learned language for predicting and speculating.
Lesson 5.1 The Human-Robot
Connection
Student Book pages 52 – 54
Exercise 1 ACTIVATE
Draw students’ attention to the photos and read the
directions. Call on students to share their answers with
the class.
Exercise 2 INTERACT
1 Ask students to discuss the questions with a partner.
Call on students to share their ideas with the class.
2 For their predictions about how technology will change
society, have the class rank the likelihood that each one
will happen, from 1 = most likely to 5 = least likely.
Exercise 3 ASSESS
Reading Skill
Recognizing homographs
GO ONLINE
1 Read the information in the Reading Skill box aloud and
ask students to follow along silently.
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4511186_WA_TG5.indb 57
OXFORD REFERENCE
1 Ask students to read the article to check if their
predictions from Exercise 2 were mentioned.
2 Call on students to share which, if any, of the previously
discussed ideas appeared in the article.
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57
5/10/19 1:30 PM
2 After the first section, ask students if they can think of any
other homographs. (Close the door vs. My house is close to
the store; He just left vs. He’s just a child.)
3 Read the second part and then elicit the parts of speech
of the homographs as used in the sentences above
(close is a verb or a preposition; just is an adverb in both
sentences. Tell them there is also an adjective just with
a different meaning: The punishment was just. = The
punishment was fair.).
4 After the third part, point out that close has different
pronunciations with different parts of speech (as a verb
/z/, and as a preposition /s/).
Extra Practice
1 Divide students into pairs or groups of three. Give half
of the teams the A sentences below, and the other half
the B sentences. Tell the students to work together,
using a dictionary as necessary, to determine what each
of their sentences mean and to make sure they can
pronounce all of the words. Tell them to be prepared to
explain the meaning to another group.
2 Have each A group meet with a B group. Tell them to share
and explain the sentences one at a time and to identify
the homographs and determine the part of speech.
3 When they finish, elicit the pronunciation(s) and part of
speech of each homograph.
1 Direct students’ attention to the sample answer. Ask them
to find the word in the article (1st paragraph) and say
which definition of commercial is being used (definition
B). Have students work independently to complete the
exercise.
2 Call on students for the answers. For extra practice, ask
students to provide a sample sentence using the other
definition.
Answers
1 commercial, 1st paragraph, B
2 conduct, 5th paragraph, B
3 express, 2nd paragraph, A
4 models, 2nd paragraph, A
5 present, 2nd paragraph, B
6 rich, 4th paragraph, B
Exercise 5 INTEGRATE
1 Have students work independently to mark the sentences
as true, false, or not given. Ask them to underline the
places in the article where they find the answers.
2 Call on students to share the answers and where they
found them.
Answers
1 F
4 T, 4th paragraph
2 T, 4th paragraph
5 F
3 NG
A
t Exercise 6 WHAT’S YOUR ANGLE?
1 The entrance to the hotel is on 33rd Street.
Discuss the question as a class. Ask students to consider
how these robots could be used in their homes, in schools,
in places they shop, and in places where they receive
services, for example, a doctor’s office, a hair salon, or a
government office.
2In some cultures, people greet each other with a
bow to show respect.
3Jan moped all day because her mother wouldn’t
let her go to the movie.
4He wound the string tightly around the stick so
that the kite wouldn’t fly away.
5Jimmy got in trouble at school because he
punched another student.
B
1 She was completely entranced by the music.
2 He tied the ribbon into a beautiful red bow.
3I prefer to go on the moped because it’s cheap
and easy to park.
4The wound was deep, and we were afraid it was
infected.
5There was a large bowl of berry-flavored punch
on the table.
Answers
A
1 entrance (n) /ˈɛntrəns/; an opening that allows access
2 bow (n) /baʊ/; bending the head as a sign of respect
3 moped (v) past tense /moʊpd/; acted miserable
4 wound (v) past tense /waʊnd/; wrap something around
5 punch (v) /pʌntʃ/; hit with the fist
B
1 entranced (v) /ɪnˈtrænst/; hold someone’s attention
2 bow (n) /boʊ/; a knot with two loops
3 moped (n) /ˈmoʊpɛd/; a motorized bicycle
4 wound (n) /wund/; an injury
5 punch (n) /pʌntʃ/; a fruit drink
58
Exercise 4 IDENTIFY
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4511186_WA_TG5.indb 58
Grammar in Context
Future forms
GO ONLINE
1 Read the information in the Grammar in Context box
aloud and ask students to read along silently. After each
set of sample sentences, elicit more examples from the
class of each form and use. Ask several students to a)
make a prediction about the future with will and be going
to, b) tell something about their plans with be going to
and the present continuous, and c) describe a scheduled
event with the present tense.
2 For additional information, see the Grammar focus on
page 163 of the Student Book.
Extra Practice
1 Give each student the set of questions below. Have
them walk around the class and interview three different
people. Tell them to answer in complete sentences.
1. What do you think will probably happen in the next six
months?
2. What is going to happen tomorrow?
3. When does your next class start?
4. What are you doing next weekend?
2 When most students have talked to three people, ask
them to sit down. Call on students to share something
one of their partners said.
© Copyright Oxford University Press
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Exercise 7 ASSESS
Exercise 9 BUILD
1 Direct students to mark all of the predictions in the
article and make an assessment about whether they are
evidence based.
2 Tell students to compare their conclusions with a partner.
Ask them to share any items about which they disagreed.
1 Read the directions. Ask students to work independently
to rate the predictions.
2 Call on students for the answers. Ask if they agree with the
level of certainty in the prediction.
Answers
1 1
First paragraph
The future will probably bring robots and humans closer
together. (opinion)
Second paragraph
Robotics engineers hope that the robots of the future will ‘feel’
and express the full range of human emotions. Indeed, it is not
unrealistic to predict that humans and robots will someday form
true interpersonal relationships. (evidence)
Third paragraph
Some people believe that robotics researchers are never
going to recreate the natural speed and spontaneity of human
communication. (opinion)
Fourth paragraph
The next several decades are going to bring a considerable
number of social applications for robots. (evidence)
Fifth paragraph
It is unlikely that robots will ever be able to reach the full level of
complexity of human emotion. (opinion)
2 2
1 Read the directions and elicit the answer to number 1.
Have students work independently to complete the
exercise.
2 Call on students for the answers.
Answers
Students answer will vary. Sample answers include:
1 will teach
2 will hold / is going to hold
3 will cause / is going to cause
4 will be / is going to be
5 will wish / are going to wish
4 3
5 1
Exercise 10 EXPAND
1 Read the directions and first example aloud. Ask students
to work independently to complete the activity.
2 Call on students to write their sentences on the board. Ask
the class if they agree with the level of certainty expressed
by the sentences on the board.
t Exercise 11 WHAT’S YOUR ANGLE?
1 Read the directions. Ask students to discuss the questions
with a partner.
2 Call on students to share something interesting from their
discussion.
Student Book pages 55 – 57
Exercise 1 ACTIVATE
1 Read the directions and questions aloud. Elicit answers
from the class.
2 For question 2, take a hand poll to see how students rate
the chores. Call on students to explain their votes.
3 Ask students to discuss the questions with a partner.
r Exercise 2 IDENTIFY
Play the video. Call on a student for the answer to the
question.
Answers
Vocabulary Development
Adverbs of probability
GO ONLINE
1 Direct students to read the information in the Vocabulary
Development box.
2 Ask students to supply future sentences using the adverbs
and to comment on where they are used. For example:
Maybe I’ll come to school tomorrow. (beginning of
sentence)
He’ll probably / possibly / definitely / doubtless finish his
homework by 6 p.m. (between auxiliary and verb)
It is likely / unlikely that the test will be difficult. (after it is,
followed by that clause)
1 Put students in groups. Tell the groups to work together
to write three predictions: one not certain, one
somewhat certain, and one very certain.
2 Have each group share their predictions with the class.
Ask the other students to say whether they agree with
the level of certainty for each one, and if not, how they
would revise it.
If you’re busy and need a task to get done, you can post it on
taskrabbit.com and hire a suitable person to do it. / It puts
people who need tasks done in contact with people who can
do them.
r A Part-time Job
r Exercise 3 INTERACT
1 Ask students to discuss the questions with a partner.
2 Replay the video. Call on students for the answers.
Answers
Students’ answers will vary. Sample answers include:
1 People are extremely busy and they can’t be in two places
at once.
2 TaskRabbit is a website similar to e-Bay. So when you need a
task to be done you can go onto taskrabbit.com, post the task
that you need completed and hire whoever you think is most
qualified or whoever offers the lowest price.
3 Being a “task rabbit” is good for students and people who
don’t have a consistent schedule and need some extra
money. It’s a good alternative because you can work the
hours you want.
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3 2
Lesson 5.2 Alternative Solutions
Exercise 8 APPLY
Extra Practice
Answers
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59
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4 Pick up laundry or groceries; walk the dog; clean the
apartment; import a CD collection into iTunes; organize a
bookshelf, etc.
5 specialized tasks which require accounting skills or graphic
designing skills pay well
6 If you like doing something different every day, you’d like
being a “task rabbit”. It’s a great way to network with people
and get to show off your skills.
7 He enjoys being a “task rabbit” now but hopefully in a few
years he’ll be doing tasks for a real job.
Video Script
r A Part-time Job
Hi I’m Tony. I’m a student and I’m also a “task rabbit.” TaskRabbit is a
website really similar to e-Bay. Everybody is extremely busy these
days and you can’t be at two places at one time. So when you need
a task to be done you can go onto taskrabbit.com, post the task that
you need completed and hire whoever you think is most qualified
or whoever offers the lowest price. And the person who comes
to do the job for you is the “task rabbit.” I first discovered this site
through a friend. My friend was talking about this website and how
he needed some extra money. And, he had some free time. And his
free time also varied too, so he told me about this website and how
well it works for students and people who don’t have a consistent
schedule and needed some extra money. People need to get a lot
of things done. They need to have their laundry picked up, they
need to have their groceries picked up, they need to have their dog
walked, they need to have their apartment cleaned. They need to
have their cd collection all imported onto their iTunes, their books
organized, alphabetized, all sorts of things. Some people have pets
and they need somebody to walk their dog. Some people need their
cat brushed, and I can definitely do that. Some of the weirder things
that people need to get done—one person needed to have their
dog trained. So I go up, knock on the door, gave her dog a biscuit
and walk home. Some people need to have their tasks done right
away. And one time there was this woman who was in the middle
of making some pasta sauce and she needed an onion, and I went
straight to the grocery store and got an onion and gave it to her
in less than 20 minutes. There are specialized tasks which require
accounting skills or graphic designing skills and they definitely pay
well but I don’t have the skills so I stick to the more basic tasks. Today
somebody needs to have their laundry picked up so I’m going to
pick up the laundry and bring it to the Laundromat. I’m bringing a
book because watching the laundry is boring, and I need to study
because I have a math exam tomorrow. After that, I need to go to
the grocery store and pick up some groceries. Grocery shopping is a
very common task on TaskRabbit. People like to have their groceries
ready for them. Um, have them delivered to them, so it’s very
convenient. It’s a lot of fun because I actually like grocery shopping
for myself and for some reason I find it calming. It is hard to shop for
groceries for somebody else sometimes, especially when they need
me to buy something that you don’t necessarily think is very good,
or good for them. The biggest thing that people need to get done
on TaskRabbit is getting things organized. That can be alphabetizing
their books or uploading four or five hundred of their CDs onto
iTunes, or folding their laundry, and putting it or just making it
organized in their dresser. Today I’m going to help alphabetize
some books and also digitize some CDs. If you like doing something
different every day, I think you’d like being a “task rabbit.” It’s a great
way to network with people and get to show off your skills. I enjoy
being a “task rabbit” now but hopefully in a few years I’ll be doing
tasks for a real job.
t Exercise 4 WHAT’S YOUR ANGLE?
1 Read the questions and elicit answers from the class.
2 Make a list of tasks on the board that students say they
would hire a “task rabbit” for and a list of things they could
do for others. Have the students point out any match-ups.
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Exercise 5 ASSESS
Read the question and tell students to read the essay. Call on
a student for the answer.
Answers
She didn’t have enough money to pay her living expenses while
she was studying, so she found a job that allowed her to work
and study at the same time.
Oxford 5000 words
financing
prospects
extensive
income
contract
generously
contributions
promote
Exercise 6 EXPAND
1 Tell students to read the sentences and then read the
article again to find the answers. Remind students that
they can scan the text for key words from the exercise
to try to find the answers without having to re-read
everything.
2 Call on students for the answers.
Answers
1 earn money
2 business administrator
3 intern
4 depending on the work she does
5 the convenience of a business administrator
Grammar in Context
Future perfect
GO ONLINE
1 Ask students to read the information in the Grammar in
Context box.
2 Call on students to make statements about what they will
have done by this time next year. For example, I will have
finished this English class.
3 Call on students to complete this sentence frame
with a future perfect continuous: By ___, I will have
been ___ for ___.
4 For additional information, see the Grammar focus on
page 163 of the Student Book.
Extra Practice
1 Write these sentence frames on the board and tell
students to complete them:
By ____, I will have ____.
By ____, I will have been ____ for ____.
2 Have students stand in a circle. If your class is very large,
you may want to have them form two or three circles
and model the activity with one circle first. The first
student says one of their statements, for example, By
the time I’m 22, I will have gotten my degree. The second
student repeats the first student’s sentence in the third
person, By the time she’s 22, she will have gotten her
degree, and then adds his or her own sentence using the
other frame (i.e., if the first student makes future perfect
statement, the second should make a future perfect
continuous statement.) They continue around the
group, trying to remember all of the previous students’
statements before saying their own. Allow previous
students to provide hints as necessary.
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Exercise 7 IDENTIFY
1 Tell students to mark the examples of future perfect and
the related time expressions in the article.
2 Call on students for the answers.
Answers
There are 7 instances of future perfect.
Future perfect
I will have increased my job prospects
I will have finished my course
I will have completed my studies
I’ll have gained three years’ valuable work experience
Future perfect continuous
I will have been working for three years
Time expressions
By the time I graduate
This time next year
Exercise 8 ASSESS
In the case of (students from modest backgrounds, this can
be particularly important).
…such as (law, which requires a lot of time spent reading
and writing).
Extra Practice
1 Write two opposing statements on the board;
Carefully planning a vacation avoids risks and leads to a
more enjoyable experience.
Going on adventures without any planning leads to more
exciting and memorable experiences.
2 Put students in groups. Tell the groups to choose
one of the statements—they don’t need to copy
it—and to write four possible follow-up sentences or
continuations using four different expressions from the
Writing Skill box.
3 Have the groups share their follow-up statements with
the class. Tell the listening students to identify which
main idea the sentences support.
1 Read the first sentence and elicit the answer. Ask a student
to explain why the verb is not continuous (it refers to
something finished). Have students work independently
to complete the exercise.
2 Call on students to read the completed sentences aloud.
Exercise 10 IDENTIFY
Answers
Answers
1 spent
2 passed
3 been talking
4 been studying
5 have finished
Exercise 9 APPLY
1 Tell students to read through the entire exercise and then
work independently to write the verbs in future perfect or
future perfect continuous.
2 Call on students for the answers.
Answers
1 will have been working
2 will have had
3 will have completed
4 given [no need to repeat ‘will have’]
5 will have done
Ask students to look through the article and mark the
example and explanation expressions they find. Call on
students for the answers.
There are three examples:
First paragraph
In other words, working part time doesn’t have to be a
problem for students – it can be a good thing if you choose
the right work.
Second paragraph
Although I had saved enough money to pay for my tuition,
I didn’t have enough for essentials such as rent and food.
Final paragraph
Specifically, my employers have had the convenience of a
professional business administrator without the expense of
a permanent staff member that their small business couldn’t
afford.
Exercise 11 INTEGRATE
1 Read the directions. Elicit the possible answers for
number 1. Ask students to work independently to
complete the exercise.
2 Call on students for the answers.
Writing Skill
Introducing examples and explanations
Answers
GO ONLINE
1 Direct students to read the information in the
Writing Skill box.
2 Write a simple idea on the board:
Working hard in school can help a student become successful
in a career.
Elicit follow-up sentences using the signposts in the box.
To illustrate, (I’m going to tell you the story of my sister).
To demonstrate, (I will show the relationship between
grades and economic success).
As an illustration, (consider the example of my uncle).
Specifically, (working hard in school can teach useful
habits).
That is, (the habits learned as a student can remain for life).
In other words, (developing good habits as a student does
more than improve test scores).
1 that is / in other words
2 demonstrate
3 Specifically
Exercise 12 VOCABULARY
1 Read the directions. Tell students to read through
the entire job ad and then to work independently to
complete the sentences.
2 Call on students for the answers.
Answers
1 extensive
2 contracted
3 income
4 contribution/s
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4 such as
5 case of
5 prospect
6 promoted
7 finance
8 generously
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Exercise 13 EXPAND
Audio Script
1 Have students work with a partner to come up with a
definition for each word without checking the dictionary.
2 Tell the pairs to look in a dictionary to check their
definitions. Ask them to share any questions they have
about the difference between what they wrote and what
they found in the dictionary.
e CD 2, Track 2
Exercise 14 PREPARE
1 Read the first part of the directions. Tell students to
choose a topic. Take a hand vote to see how many people
are doing each topic.
2 Read the three planning steps and tell students to plan
their essay but not to write it yet.
Exercise 15 WRITE
Give the students time to write their essays. Tell them to refer
to their notes and the Writing Skill box.
Exercise 16 IMPROVE
Read the checklist aloud. Ask students to look through
their essays and make corrections or additions as necessary
before they check off the items on the list.
Exercise 17 SHARE
Have students exchange essays with a partner. Ask them to
comment on what they found interesting in their partners’
essay. Call on students to share something interesting from
their partner’s essay with the class.
Lesson 5.3
Living Off the Grid
Student Book pages 58 – 59
Exercise 1 ACTIVATE
1 Direct students’ attention to the title. Ask them what
“living off the grid” means (living independently of public
utilities).
2 Read the directions and elicit answers to the questions
from the class.
Answers
The first photo shows solar panels. Students may say that
advantages of solar are clean, renewable energy that is cheap
once the equipment is in place; disadvantages are that the
equipment can be expensive and that it doesn’t work as
well in areas where there isn’t much sun.) The second photo
shows shipping containers repurposed for housing. Students
may say that the advantages of this type of house are that it's
inexpensive and quick to build with; disadvantages are that the
house may be difficult to heat in the winter.
e Exercise 2 IDENTIFY
Read the directions. Play the audio and elicit students’
answers to the questions.
Answers
Host… Now, incredibly, about 180,000 households in the
United States are living “off the grid,” that is, without being
connected to state or city electricity and water supplies.
Today, we’re talking to Jeff Johnson, an environmentalist
and founding member of the Green Lifestyle Collective,
about this growing trend. Jeff, 180,000 households?!
JeffYes! Isn’t it amazing? What we’re finally seeing right now
in our society is the beginning of this movement toward
independence. More people are feeling that they want to
take responsibility for their own lifestyle and live a lowerimpact existence. But this is something that the GLC has
been advocating for years. This time next year, we’ll be
celebrating our fifth anniversary, and we’re hoping we’ll
have increased our membership to more than twenty
thousand.
HostWe’re talking about being more environmentally aware,
right?
JeffWell, yes…I suppose so. But there are lots of people who
are environmentally aware and don’t live off the grid. So,
it’s not just a state of mind. Living off the grid requires a
great deal of effort and commitment. We’re talking about
people whose homes are not connected to the grid at all.
They can’t simply flick a switch and have instant electricity
provided by the state system. Living off-grid means hard
work, like doing things like generating your own electricity,
creating your own water supply—you don’t have any of
the conveniences we’ve become so used to in the modern
world.
HostHmm, I guess these really aren’t new ideas. Perhaps it’s that
people want to return to the way people lived long ago in
the past.
JeffMaybe that’s true. Except that back then people didn’t
choose to live that way. Living off the grid is a lifestyle
choice. Another difference is that we now we have
technologies such as solar and wind power, which allow us
to create electricity and hot water without having to pay
someone else for them.
HostRight. But as you said, it’s hard work. What kind of people
would choose to live a harder life if so many modern
conveniences are readily available to them?
JeffWell, people are going off the grid for different reasons.
Of course, some are the naturalists, horticulturalists, or
environmentalists. You know, people who have lived in
fast-paced, urban environments, doing very stressful,
high-powered office jobs, and somewhere along the way
they probably reached the conclusion that it wasn’t what
they wanted for themselves. This often happens when
people have children and realize they want to have a better
work–life balance and a stronger connection to nature and
the outdoors.
Yes, that’s a good point.
Host
e Exercise 3 IDENTIFY
1 Go over the information in the Listening Skill box.
2 Have students read the questions in preparation for
listening. Play the audio.
3 Call on students for the answers.
Answers
1 surprised, shocked
2 a. supports it, thinks it’s responsible, honorable
b. yes
c. things are not good, people are not being responsible
3 it's hard work
4 rural, not stressful
The podcast is about people who live off the grid. Jeff was
probably chosen to be interviewed because he’s a founding
member of the Green Lifestyle Collective.
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© Copyright Oxford University Press
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Audio Script
e CD 2, Track 3
1 Now, incredibly, about 180,000 households in the United States
are living “off the grid,” that is, without being connected to
state electricity and water supplies. Today, we’re talking to Jeff
Johnson, an environmentalist and founding member of the
Green Lifestyle Collective, about this growing trend. Jeff, 180,000
households?!
2 Yes! Isn’t it amazing? What we’re finally seeing right now in
society is the beginning of this movement toward independence.
More people are feeling that they want to take responsibility
for their own lifestyle and live a lower-impact existence. But this
is something that the GLC has been advocating for years. This
time next year, we’ll be celebrating our fifth anniversary, and
we’re hoping we’ll have increased our membership to more than
twenty thousand.
3 Right. But as you said, it’s hard work. What kind of people would
choose to live a harder life when modern conveniences are readily
available to them?
4 You know, people who have lived in fast-paced, urban
environments, doing very stressful, high-powered office jobs,
and somewhere along the way they probably reached the
conclusion that it wasn’t what they wanted for themselves. This
often happens when people have children and realize they want
to have a better work-life balance and a stronger connection to
nature and the outdoors.
(unhappily) He lived a full life and was always a comfort to
me when I needed him. (Students may infer from “lived” that
the person has died and from your tone that you are sad
about it.)
Extra Practice
1 Group students. Give each group member one of these
“assignments.” Explain that they will need to make
inferences about how they feel and what they think,
so they should try to make it clear without stating it
explicitly.
e Exercise 4 APPLY
Read the directions. Replay the audio and tell students to
take notes.
Answers
1 "incredibly” / surprised tone
2 a. "Isn’t it amazing.” / “What we’re finally seeing…” /
positive tone
b. "beginning of this movement”
c. "People are taking a look at what’s going on in the
world right now and feeling that they want to take
responsibility…”
3 "What kind of people would choose to live a harder life
when modern conveniences are readily available to them?” /
questioning tone
4 "fast-paced, urban environments, doing very stressful,
high-powered, office jobs” / confident tone
e CD 2, Track 3
Listening Skill
You feel certain that a
particular team is going
to win a championship
this year. Tell the group
about it. The group
should be able to tell that
1) the team hasn’t won for
a long time, and 2) you
are very excited about it.
A building in your city is
going to be torn down
in the near future. Tell
your group about it.
The group should be
able to tell that 1) the
building is very old, and
2) you are not happy
about this plan.
You will be starting a
new job soon. Tell the
group about it. The group
should be able to tell
that 1) the job is going to
difficult, and 2) you aren’t
certain that you really
want it.
An old friend you
haven’t seen for a long
time is coming to visit.
Tell your group about
it. The group should be
able to tell that 1) you
don’t know this person
very well anymore,
and 2) you aren’t
completely happy
about the visit.
2 Give students time to think about what they’re going to
say and how they’re going to say it.
3 Have the students take turns telling their information in
their groups. Tell the group members to make inferences
and to explain why they made them.
4 Ask students if there were any miscommunications—if
listening students had made any inferences that the
speakers hadn’t intended.
e Exercise 5 ASSESS
Making inferences
GO ONLINE
1 Read the information in the Listening Skill box aloud and
ask students to follow along silently. As you go, stop and
check comprehension as follows:
a. After the first section, ask: What does it mean to make
an inference? (to use clues and evidence to figure out
information that isn’t in the text)
b. After the section about tone, ask: What clues can you use
to make inferences? (specific words or phrases and the
speaker’s tone)
2 Make a couple of statements and call on students to
supply an inference based on words you use and on your
tone. For example:
(with conviction) Building the sea wall will prevent more
flooding in this area. (Students may infer certainty from
your tone and from “more” that the area has flooded in
the past.)
1 Tell students to read the sentences in preparation for
listening. Play the audio and ask them to mark the
sentences T or F.
2 Have the class call out the answers. Call on students to
explain why the false sentences are wrong.
Answers
1 F
2 T
4 T
5 T
Audio Script
e CD 2, Track 4
Host
Jeff
And you think this trend of off-the-grid living is going to
continue?
Yes, it’s definitely going to continue. When we live in
cities, we spend a lot of time indoors, and we get our
food at the store—wrapped in plastic packaging—and
it isn’t even grown anywhere nearby. We end up losing
our connection to the natural world, and that isn’t
good for our physical or mental health. Going off the
grid is a challenge, but it can have a very rewarding,
measurable impact. Some people choose to meet that
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3 F
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challenge themselves, but others do it as part of a wider
community. Over the next few years, collectives like ours
will have encouraged more people to live sustainably
than the government!
Could you give us some examples of those communities,
and how you help them?
Sure. Some of them are organic farms or businesses that
we’ve given advice to, or even helped build. There’s the
Three Rivers Recreation Area. It’s an area of about 4,000
acres with more than 500 houses in it, and not one is
connected to the national grid. A hundred people live
there permanently, and others come on vacation. Many
people think that off the grid means basic. And, yes,
some of the homes at Three Rivers are basic – others are
multimillion-dollar homes!
OK. And they’re also off the grid?
Right. They rely on alternative technologies such as
solar panels and wind turbines to generate electricity.
And then there’s this other community, Breitenbush, in
Oregon, with about 60 permanent residents. They
operate the Breitenbush Hot Springs Retreat and
Conference Center. It gets its electricity from an onsite
hydropower plant, and geothermal wells provide heat.
Geothermal wells?
Yeah, they capture heat from underground springs.
Fantastic! You’ve mentioned a few types of technology
and ways of using nature to provide power and heat, but
what about water? Surely, it’s a big challenge to create
your own water supply.
Well, yes, but it isn’t impossible. Residents in many
off-grid communities use rainwater collection systems,
which capture rain that falls on the rooftops of buildings.
In fact, I’ll be helping to build one of those this weekend.
That’s definitely going to be a lot of fun for me.
Well, thanks, Jeff. It sounds like living off the grid isn’t all
hard work. One more question: how optimistic are you
about the future? Do you think you will achieve your
energy goals by 2025?
Yes, absolutely! In the future, people will be using
sustainable energy and living in a more environmentally
friendly way every day – it will be part of everyday life,
they won’t even think about it! That’s the goal I and the
Collective are working towards.
Host
Jeff
Host
Jeff
Host
Jeff
Host
Jeff
Host
Jeff
t Exercise 6 WHAT’S YOUR ANGLE?
1 Ask students to discuss the questions briefly with a
partner.
2 Call on students to share their opinions with the class.
e Pronunciation Skill
Compound nouns
GO ONLINE
1 Direct students to read the information in the
Pronunciation Skill box.
2 Play the audio and ask students to listen for the stress in
the example words.
3 Replay the audio and ask students to repeat the words,
focusing on word stress.
e CD 2, Track 5
Extra Practice
1 To demonstrate the pronunciation, say the words in the
chart below in random order. Tell students to raise their
hands if they hear a compound noun.
64
compound
adj + noun
It’s a BLUE jay.
It’s a blue house.
It’s SOFTware.
It’s a soft bed.
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It’s SHORThand.
It’s a short day.
It’s a STRONGhold.
It’s a strong lock.
Take it to the DRY cleaner.
Take it to the dry
desert.
It was a HIGHlight.
It was a high cost.
2 Copy the chart on the board. Ask students to practice
with a partner. Student A says a word from each
column and Student B provides feedback on the stress
pronunciation. Note that all of these adjective + noun
combinations have the stress on the adjective.
More to Say…
Focus: Students practice pronouncing compound nouns
Grouping Strategy: Groups of 3-4 students
Activity Time: 15 minutes
Ready,
1 Create a traditional-style board game either by drawing
it on paper or creating it by using the “table” feature on
your computer.
2 Write a random mixture of noun + noun compound
nouns and adjective + noun compound nouns in all of
the squares. For example: office job, growing trend, urban
lifestyle, hard work, workspace, countryside, household,
instant electricity, familiar problem, farmhouse, and young
farmers.
3 Make copies of the board game for each group of
students. The students will all play the same board
game in small groups.
4 Prepare dice (1 per group) and game markers (3–4 per
group).
Set…
1 Put students into groups of 3–4.
2 Tell students they are going to play a board game.
Model rolling the dice and moving a game marker to
the appropriate square. Elicit the correct word stress for
the word in that square. Tell students to say the word in
the square they land on out loud. If their group thinks
they are correct, they can stay on that square. If their
groups thinks they are not correct, they must move
back to their previous square. (If students aren’t sure or
can’t agree, you will be the judge.)
Go!
1 Have the students take turns rolling the dice and
moving around the game board. The first student in the
group to reach the “finish” is the winner.
2 Circulate and resolve disputes as necessary.
e Exercise 7 NOTICE
1 Read the directions. Play the first sentence and ask
students to work with their partners to identify the
compound noun and mark the stress.
2 Elicit the answers. Then repeat the activity for the rest of
the sentences.
© Copyright Oxford University Press
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Answers
I will be working
1 off-grid COMMUNITIES, solar ENERGY
2 alternative THERAPIES; CONFERENCE center
3 state SYSTEM
4 RAINwater; WATER usage
5 alternative THERAPIES; mental HEALTH
while you are at home.
I’ll be taking the kids to the park this weekend.
We’ll be seeing our cousins
next summer.
They’ll be finishing the project
during the next two
weeks.
e CD 2, Track 6
He’ll be leaving
e Exercise 8 INTEGRATE
as soon as the show
is over.
They’ll have finished the job
by 3:00.
1 Read the directions. Have students discuss the words with
a partner.
2 Play the audio and tell students to check their answers.
Resolve any questions.
3 Replay the audio and ask students to repeat.
We’ll have eaten all of the food
by the time we leave.
We’ll have had 30 days of rain
by the end of this
month.
He will have spent all of his
money
by the end of the
week.
Answers
I’ll already have left
by the time you get
here.
Noun + noun
Adjective + noun
carbon footprint
electrical grid
lifestyle
natural gas
log cabin
solar panels
Exercise 10 IDENTIFY
1 Read number 1 and elicit the answers. Ask students to
work independently to complete the exercise.
2 Call on students to read the completed sentences aloud.
Elicit alternate answers from the class.
power system
rainwater
water source
Answers
wind power
e CD 2, Track 7
Exercise 9
INTEGRATE
1 Read the directions. Put students in small groups and ask
them make a list of three ideas.
2 Call on representatives from each group to share one of
their ideas.
Grammar in Context
Future perfect versus future continuous
GO ONLINE
1 Read the information in the Grammar in Context box
aloud and ask students to read along silently. After
each sample sentence, stop and check comprehension,
as follows:
aAsk students to tell you what will have happened by the
time class ends. For example, We will have finished this lesson.
bTell students what you will be doing this weekend. Ask
them what they will be doing at the same time.
cAsk students to make a prediction: What will you have done
by the end of this year? For each prediction, ask the student
to rephrase it with will instead of the future perfect.
2 For additional information, see the Grammar focus on
page 163 of the Student Book.
Extra Practice
Give each student one part of a sentence. Have them stand
and walk around the room looking for a partner to form a
complete sentence with. (There are many possibilities.) Tell
them to stand against the wall when they’ve found their
partners. When all the students have found a partner (or
think they can’t find one), have them read their sentences
aloud. Have them recombine as necessary to match up.
1 won’t have finished, won’t finish
2 will be updating , will update
3 I’ll be meeting
4 have decreased, decrease
5 will have voted, will vote
Exercise 11 APPLY
1 Read the directions. Ask students to work independently
to complete the exercise.
2 Have students read the dialogue with a partner. Call on
one pair to read it aloud for the class. Afterwards, elicit
alternate answers from the listening students.
Answers
1 will be working
2 will have fixed / will fix
3 will have changed / will change
4 will have realized / will realize
5 won’t be able to
t Exercise 12 WHAT’S YOUR ANGLE?
1 Read the directions. Ask students to brainstorm some
examples of traditional ways to use energy or products
(driving a gas-powered car, using plastic drinking straws,
throwing away food) vs more modern, greener ways
(driving an electric car, using stainless steel drinking
straws, composting).
2 Put students in small groups and have them discuss how
they might live differently in the future. Call on students to
share something interesting they heard in their groups.
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1 Point out the lesson title. Explain that “it took me by
surprise” is another way of saying “it surprised me.”
2 Read the directions. Talk about a time when you told
someone something surprising. For example, One time I
had a class canceled and I had to tell my students that the
class wouldn’t be meeting anymore. They were not happy
about it, and it was difficult to give them the news. Ask
students to them to discuss the questions with a partner.
my car and crashed it! Students in number 1 work with
their partners to write an opening statement, students in
number 2 write a positive lead-in, etc.
3 When they are ready, call on a member from each
segment to say their part. Repeat by calling on a
different pair from each segment.
4 Switch the roles of the four segments of the class and
repeat the activity three more times with a different
situation.
Possible situations:
You promised me you’d finish a project, but you didn’t finish it.
You promised you’d help me move, but you can’t do it.
You don’t have enough money to pay your rent this month
and you want to borrow some.
Exercise 2 INTERACT
Real-World English Strategies
Lesson 5.4 Taken by Surprise
Student Book pages 60 – 61
Exercise 1 ACTIVATE
1 Direct students’ attention to the pictures. Ask them to
discuss the questions with a partner.
2 Call on students to share their ideas with the class.
Answers
1 They are at the law office.
2 Cathy is Andy and Jenna’s boss. Andy and Jenna are
co-workers.
3 Students’ answers will vary. Sample answers include:
The conversation appears formal because they are sitting up
straight and dressed formally.
r Exercise 3 IDENTIFY
1 Tell students to read the questions in preparation for
listening.
2 Play the video. Have students work independently to
answer the questions.
3 Call on students for the answers.
Answers
1 He’s leaving early for his internship and will be gone longer
than expected.
2 The company wants him to start training early.
3 They are surprised.
4 He feels bad because he enjoys working there.
5 Andy can continue working but fewer hours.
r English For Real Video Unit 5
Real-World English
Delivering bad news
Read the information in the Real-World English box aloud
and ask students to read along silently. As you go through
each section, have students repeat the example expressions,
focusing on polite intonation. Ask students how the four-step
conversation structure can help with delivering bad news.
(The other person may not feel as bad or be as angry about
the news.)
Extra Practice
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r Exercise 4 IDENTIFY
1 Have students read over the exercise. Then replay the
video and ask them to complete the conversation.
2 Call on students for the answers.
Answers
1 You both know how much I’ve been enjoying working here,
right?
2 Well, Jenna, Cathy… I have something to tell you.
3 Well, you know I applied for that summer internship in
London?
4 Well…I was accepted!
5 There’s only one little problem. They want me to start at their
office here next week for training. For two months to be exact.
Video Script
1 Write the four steps on the board:
1. Opener
2. Positive lead-in
3. Background
4. State the problem
2 Divide the class into four segments. Have students within
each segment work with a partner or a group of three.
Assign each segment a number and say, You borrowed
66
Your students will likely conclude that the video presents
a situation where we have a mix of bad and good news,
depending on whose point of view we consider it. But
how about situations when there is no “bright side”? How
can we deliver news that is bad for all participants? Is it
done directly or indirectly?
1 First, together with your students, list some useful
English expressions to deliver bad news both formally
and informally, e.g., I’m sorry to have to tell you that…, I
regret to inform you that…, I’ve got some bad news…
2 Then, ask your students how bad news is delivered
in their own culture. Do people tend to be direct or
indirect? Do they begin with something to “soften the
blow”? Do they provide reasons and explanations?
Do they follow the four-step conversation structure
described in the Real-World English box?
3 As the final step, ask students to imagine that the
conversation between Andy, Cathy, and Jenna is taking
place in their country of origin. How would Andy deliver
the news and how would Cathy and Jenna react?
Encourage them to write down the dialogue and share
it with a few classmates.
r English For Real Video Unit 5
Cathy
Andy
Cathy
Jenna
Andy
Cathy
So, Andy. What did you want to discuss?
You both know how much I’ve been enjoying working
here, right?
And we’ve been very happy with your work.
Uh-huh! Absolutely…
Well, Jenna, Cathy…I have something to tell you.
Mm-hmm. What is it?
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Andy
Jenna
Cathy
Andy
Cathy
Jenna
Andy
Jenna
Cathy
Andy
Jenna
Cathy
Andy
Cathy
Andy
Cathy
Jenna
Andy
Well, you know I applied for that summer internship
in London?
Mm-hmm. Yes, right…
Yes, of course. And?
Well… I was accepted!
Wow! That’s fantastic, Andy!
No way!
There’s only one little problem. They want me to start
working at their office here for training next week. For
two months to be exact.
Two months?
So… when are you leaving for London?
No, not London yet. I’ll just be at their offices here a few
days a week … from 3 to 5.
Well, we’re happy for you Andy, but…
Hmm. Wait. Andy, I have an idea.
I’m listening.
Would you consider working with us if I reduced your
hours but paid you?
Wow…Thanks! You took me by surprise. Can I think
about it?
Absolutely! Get back to me whenever you can.
I hope it works out, Andy!
Thanks! I’ll let you know.… Wow. That went better than I
expected.
Exercise 5 ANALYZE
Read the directions. Have students work with a partner
to identify which phrases are used for each part of the
conversation.
Lesson 5.5 The Next Big Thing
Student Book page 62
Exercise 1 ACTIVATE
Direct students’ attention to the title. Ask them what big
means in this context (popular). Have them identify the
activity in the photograph (tai chi / exercise) and elicit their
ideas of the benefits.
e Exercise 2 IDENTIFY
Read the directions. Play the audio. Call on a student to
answer the question.
Answers
The prediction is that doctors will prescribe social activities to
treat illnesses.
Audio Script
e CD 2, Track 9
Gita
Jack
Gita
Jack
Answers
1 Opener: Well, Jenna, Cathy… I have something to tell you.
2 Positive lead-in: You both know how much I’ve been enjoying
working here, right?
3 Background statement: You both know I applied for that
summer internship in London?
4 Problem statement: There’s only one little problem. They want
me to start working at their office here for training next week.
For two months to be exact.
Gita
Jack
Gita
e Exercise 6 INTEGRATE
Play the audio and have students check their ideas. Replay it
and have them repeat.
Audio Script
Jack
Gita
e CD 2, Track 8
1 Well, Jenna, Cathy…I have something to tell you.
2 You both know how much I’ve been enjoying working here, right?
3 Well, you know I applied for that summer internship in London?
4 There’s only one little problem. They want me to start working
at their office here for training next week. For two months to be
exact.
Exercise 7 PREPARE
Jack
Gita
1 Read the directions. Ask students to work with their
partners to choose two scenarios.
2 Tell students to work independently to follow steps
2 and 3.
Exercise 8 INTERACT
Tell students to take turns telling their scenarios and
responding with follow-up questions.
Exercise 9 EXPAND
Jack
Gita
1 Read the directions. Call on students to share their ideas
with the class.
2 Remind students to go online to create their own version
of the video.
I was just reading this really interesting article about some
changes coming in the healthcare field.
Oh, yeah? What did it say?
Well, you know health services across the country are
already struggling to cope with increases in patient
numbers….
Sorry, um, can I just clarify? Do you mean that more
people are using health services these days than they did
in the past?
Yes, that’s right. And it’s almost certainly due to the fact that
people are leading less active lifestyles than they did in the
past. You know, watching too much TV, spending too much
time indoors using computers…these things can lead to
health problems if we’re not careful.
Uh-huh…
So, experts say that in the near future, health services will
undoubtedly struggle to cope with the volume of patients
if action isn’t taken. We need to teach people to take care
of themselves by getting involved in low-cost, high-impact
social activities. And that’s where my prediction comes
in. In the next three or four years, I’ll probably be sending
patients out of my office with recommendations to do social
activities as treatment for their illnesses.
Really? What do you mean?
Well, there’s this relatively new idea called social prescribing.
Usually doctors prescribe medicine – that is, they tell their
patients what medicine they should take. Social prescribing
is an alternative approach to conventional medicine that is
designed to improve a patients’ health through boosting
their mental and physical health.
Mm-hmm…. I suppose that could work. There are a lot of
benefits to having a good social life – I know that from my
psychology course.
Research shows that a growing number of doctors believe
social prescribing has the potential to change the field of
healthcare because so many medical conditions occur as
the result of social circumstances and lifestyle. Rather than
prescribing conventional medicine, the doctor recommends
that patients participate in social activities such as sports,
dance, or other hobbies that can help them connect with
other people, like gardening, fishing, crafts, or cooking.
So – by the time you’re a qualified doctor you’ll have studied
for…five years, right? That means you’ll have wasted several
thousand dollars studying about the different types of
medicines that aren’t necessary!
Not exactly! People will definitely still need conventional
medicine for many illnesses, but some will just need that
extra boost of confidence you get from being part of
something bigger. You know, being able to get outdoors and
be active, feeling valued and important. These are all things
that boost our long-term health.
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Jack
Gita
So, I guess you’ll be doing social prescribing in the future. It
makes sense to me, too, but I imagine many of your patients
might still be needing conventional medicine. What’s the
likelihood of them accepting a prescription to do something
like baking or gardening instead?
Well, it might sound unlikely, but more than 55 percent of
the people who were interviewed in a recent survey said
they would like their doctor to offer social prescribing. So, I
think they’ll probably be open to the idea. …
Speaking
e Exercise 4
APPLY
1 Read the directions. Ask students for examples of the
language they are listening for (probably, suppose,
guess, etc.).
2 Play the audio and ask students to complete the
sentences.
3 Call on students for the answers.
Answers
Making speculations
GO ONLINE
Read the information in the Speaking box and ask students
to read along silently. After each sample sentence, elicit
another example from the class using the same expression:
I guess it’s possible that…
I suppose people in the future might…
I imagine it could be a long time before…
In the future, people will definitely…
Perhaps by the next century…
Extra Practice
1 Write a series of future years on the board. For example,
2021
2050
3000
3500
2 Put students in groups. Tell the groups to work together
to write one prediction for each year with a simple will
statement. For example, Humans will live on Mars. Tell
them to write the predictions out of order and not to
include the year.
3 Have students exchange predictions with another group.
Ask them to attach a year to each prediction and to write
a new version of it including a speculative expression.
For example, I guess it’s possible that humans will live on
Mars by 3500.
4 Have the groups read their completed statements for the
class. Tell the original writers of each prediction to say
whether the year is correct.
e Exercise 3 IDENTIFY
1 Tell students to read the questions in preparation for
listening. Play the audio and ask students to take notes on
their answers.
2 Call on students for the answers.
Answers
1 People have less active lifestyles, watch too much TV, and / or
spend too much time indoors using computers.
2 They will struggle to cope with the volume of patients.
3 She will be advising them to do more social activity as a
treatment for illness.
4 No. He thinks some might still be needing conventional
medicine.
5 They’ll probably be open to the idea.
1 I’ll probably be
2 I suppose that could work
3 will definitely still need
4 I guess you’ll be doing
5 I imagine many of your patients might still be needing
6 they’ll probably be open
e CD 2, Track 9
Exercise 5 INTERACT
1 Read the directions. Put students in groups and remind
them to discuss both the predictions in the Speaking box
and the predictions in Exercise 4.
2 Call on students to share some of their group’s predictions
with the class. Ask the class if they agree.
Exercise 6 PREPARE
1 Read the first part of the directions. Elicit predictions from
the class.
2 Have students work independently to take notes on
their predictions. Tell them to come up with at least one
prediction for each area (food, transportation, medicine,
lifestyle).
Exercise 7 IMPROVE
Read the directions. Tell students to focus on the language
used for making speculations as they share their notes.
Exercise 8 SHARE
1 Have students switch partners. Tell them to talk about
their predictions.
2 Call on students to share an interesting prediction they
heard from their partner.
t Exercise 9 WHAT’S YOUR ANGLE?
Read the questions and elicit answers from the class. If
students can’t think of an example, ask them if they’ve heard
of alternative therapies for mental well-being (like art, drama,
music, or animal therapy). Ask if they think these kinds of
therapies would also be good for physical well-being.
e CD 2, Track 9
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Unit 5 Review
Student Book page 151
Vocabulary
Exercise 1
Answers
1 promote
2 finances
3 prospects
4 contribution
5 generously
2 Have the class brainstorm jobs that they think a
machine can’t do. Tell students to choose one of the
jobs and describe it. Remind them to use language
from the Writing Skill box on page 56 to introduce their
explanations and examples. Collect and provide feedback
on their work.
3 Have the class brainstorm alternative lifestyles or jobs that
they could search for. Tell students to choose one idea and
do an image search. Tell them to print out the picture or
save it on their phone. Have them sit in small groups to
share and talk about the image.
Exercise 7
Exercise 2
Answers
Students’ answers will vary.
GO ONLINE Encourage students to go online to play the
vocabulary game.
Tell students to think about how they did on each of the
tasks in Exercise 6 and to complete the sentences. Circulate
and make a note of which skills students feel they need to
improve. Remind students that they can review the online
activities for any skills they need more practice with.
Grammar
Exercise 3
Answers
1 will the company change
2 are we doing
3 We're going / We will go
4 is studying
5 starts
Exercise 4
Answers
1 will study / will be studying
2 will learn
3 will get
4 will have
5 will have mastered
6 will be working
GO ONLINE Encourage students to go online for further
grammar reference and information and to play the
grammar game.
Discussion Point
Exercise 5
OXFORD REFERENCE
Read the quote aloud. Explain that Abba Eban was an Israeli
diplomat, politician, and scholar (1915-2002). Have students
discuss in small groups whether they agree with the quote
and why or why not.
Answers
Students’ answers will vary. Sample answers include:
The quote means that people and countries make a lot of
mistakes before they learn the right way to do things.
GO ONLINE Encourage students to go online to listen to
the podcast and add their comments to the discussion
board.
Zoom In
Exercise 6
1 Read the directions. Tell students to take two minutes to
think about and write notes on their ideas. Remind them
of the language for speculating from the Speaking box on
page 62. Put students in groups and have them talk about
their ideas.
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Wide Angle Teacher’s Guide
Unit Overview
Unit 6 Fun
6.4 Casual Conversations
Introduction to the unit
The title of this unit – Fun– summarizes the main theme:
the different things people do for enjoyment.
In Lesson 6.1, students read an article about how to bring
more fun into your life. In Lesson 6.2, students take a
survey and then create their own survey and discuss the
recreational and sports facilities in their community. In
Lesson 6.3, students listen to a discussion about college
sports and then share their own stories about winning
and losing. In Lesson 6.4, teachers use the Real-World
English Strategies to help students practice expressing
sympathy. Lesson 6 .5 summarizes what students
have learned about the theme of fun. They listen to a
presentation about a favorite hobby (mountain biking)
and then prepare and present about their own favorite
hobby.
Lessons
6.1 It’s Good to Have Fun
Reading Skill Recognizing and understanding tone: Humor
Grammar in Context Verb + -ing or to infinitive (same or
different meaning)
Vocabulary Development Intensifying adverbs
• Recognize humorous tone in an article
• Use gerunds and infinitives to discuss free-time activities
• Identify and use intensifying adverbs (Oxford 5000)
• Use intensifying adverbs to talk about activities you have
or haven’t enjoyed
Real-World English Expressing sympathy
• Identify formal and informal expressions of sympathy
• Identify expressions for giving positive feedback and
showing concern or interest
• Respond to others by expressing sympathy, giving
positive feedback, and showing concern or interest
6.5 Off the Beaten Path
Speaking Structuring a presentation
Pronunciation Skill Stress and rhythm
• Identify the structure of a presentation
• Prepare and give a presentation on a favorite activity
Resources
Class Audio CD 2, Tracks 10–16
Workbook Unit 6, pages 36–42
Oxford Readers Correlations
Three Men in a Boat (9780194657396)
Teacher's Resource Center
Assessments: Unit test, Progress test
English For Real video
Grammar focus
Grammar Worksheets
Oxford Reference Worksheets: upper / lower
Vocabulary cards
Newslea articles
Word list
6.2 Getting Out and About
Writing Skill Phrases that signal similarity and difference
Grammar in Context Verb with -ing and to infinitive
• Analyze the structure of a report
• Identify phrases signaling similarity and difference in a
report
• Create a survey and write a report on the results
6.3 In It to Win It
Grammar in Context Other uses of -ing form
Listening Skill Understanding the speaker’s attitude
and mood
• Identify and use words related to competition
(Oxford 5000)
• Use the -ing form in a variety of ways
• Identify speakers’ attitudes in a conversation
• Talk about a time you won or lost something
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Unit Opener
Student Book page 63
The photo on page 63 shows two people dancing in front
of a tin shack. It relates to the unit theme of fun because the
people appear to be enjoying themselves despite living in
poverty. Students may discuss different ways that people
have fun and why having fun is important for everyone.
Photographer
Krisanne Johnson
Krisanne Johnson (b. 1976) grew up in Xenia, Ohio. She
graduated with a degree in journalism from the University
of Colorado and pursued postgraduate work in visual
communications at Ohio University. She is currently based
in Brooklyn, NY. Since 2006, Krisanne has been working
on long-term personal projects about young women and
HIV / AIDS in Swaziland and post-apartheid youth culture.
Krisanne’s work has been exhibited internationally and has
appeared in various magazines and newspapers, including
The New Yorker, TIME, The New York Times, Fader, The Wall
Street Journal, US News & World Report, L’Espresso, Vanity Fair
(Italy), D la Repubblica, Courrier International, CNN, and HUCK.
I believe the things that make life fun are the small
experiences or the small things we do, like spending the
afternoon with a good friend or taking a walk in nature or
giving your parents a nice phone call on a Sunday afternoon.
Unit Opener Exercise
1 Direct students to read the questions. For question 1, elicit
ideas from the class and write them on the board. Tell
students to choose five of the ideas and rank them. Give
them a couple of minutes to make notes on the rest of the
questions.
2 Have students discuss their answers with a partner.
3 Call on students to share their ideas with the class.
Real-World Goal
By the end of this unit, students will be able to try a new
activity because they will have learned how to describe
different activities and why they enjoy them.
Lesson 6.1 It’s Good to Have Fun
Student Book pages 64 – 66
Unit Snapshot
Exercise 1 ACTIVATE
1 Direct students’ attention to the first question. Elicit their
ideas. Explain that they’ll be reading about this in Lesson 6.1.
2 Ask students to identify a sports facility in your area and
say what is good about it and what could make it better.
Tell them they will be discussing local sports or recreation
facilities in Lesson 6.2.
3 For question 3, elicit some possible pros and cons of
competition. Explain that they’ll be discussing this issue
further in Lesson 6.3.
1 Read the directions. Have students discuss the questions
with a partner.
2 Call on students to share their answers with the class. If
students don’t recognize what is happening in the fourth
picture, explain that the people are playing a game. Each
person has a word (or the name of a person) on his or her
forehead. The other people give clues and players try to
guess what the word on their own forehead is.
Discussion Questions
Students’ answers will vary. Sample answers include:
1 They’re hanging out / laughing at something.
2 They’re trying to balance the plates.
3 They’re bowling.
4 They’re playing a game.
1 Direct students’ attention to the questions below the
picture. Encourage students to offer their opinions and
stress that there are many ways to answer.
2 Optionally, before asking students to answer the discussion
questions, show the photographer video where Krisanne
Johnson answers some of the questions from her
perspective. Play it for students as many times as needed to
check comprehension and discuss any vocabulary items.
Answers
Students’ answers will vary. Sample answers include:
1 No, everyone needs to have fun.
2 Having fun makes you feel relaxed and happy and makes it
easier to deal with difficulties.
3 Friends and family, food, games, and music make life fun.
r Video Script
This is a photograph of a young woman and her friend in
Soweto, South Africa. On this day the two of them were hanging
out listening to music and talking about fashion. They also
design their own clothes and they often are sharing different
ideas of what kind of patterns and clothes they’d like to make.
Having fun is important. It’s what relieves stress. It’s basically
what we call a good time in life and it’s what makes life so
special. Whether it’s dancing or spending time with friends.
Anything that we consider having fun.
Answers
Exercise 2 INTEGRATE
Have students work with a partner to rank the pictures.
Take a class poll to find out how many students chose each
picture as number 1.
Exercise 3 IDENTIFY
1 Draw students’ attention to the title of the article, “Worth
Playing For.” Ask if they have ever heard the expression that
something is “worth paying for” – meaning that it’s good
or valuable enough to spend money on. Given that, ask
students what they think it might mean for something to
be “worth playing for.” Then elicit predictions from students
regarding what they think the article will be about.
2 Have them work independently to read the article and
make a list of the activities that the writer mentions.
Exercise 4 INTERACT
1 Read the directions and have students discuss their lists
with a partner.
2 Call on students to share which activities they already do
and which sound the most fun.
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Exercise 5 IDENTIFY
Have students discuss the question with a partner. Call on
students to share their ideas with the class.
Answers
Possible answers:
Play more / release your inner child (e.g., kicking a ball, doing
magic tricks). Socialize more. Take up a new activity (e.g., playing
chess, activities to keep your brain functioning well). Get out
more (e.g., nights out with friends, go to the beach).
These activities have health benefits. They release endorphins,
which make us feel good. By keeping us young and active, they
also help improve immune system, which helps prevent illness.
Oxford 5000 words
totally
extremely
really
completely
absolutely
Reading Skill
Recognizing and understanding tone: humor
GO ONLINE
1 Read the information in the Reading Skill box aloud.
2 As you read, check comprehension. After each section, ask
students to define the key terms:
build a rapport – establish a friendly relationship with
rhetorical question – a question that you don’t expect an
answer to (Why am I so tired?)
exaggeration – making something seem larger, better,
worse, or more important than it is (The teacher gave us
mountains of homework.)
sarcasm – using words that are the opposite of what you
mean in order to make fun of something (Ha ha. Very
funny. Tell me another one.)
pun – a play on words (Why couldn’t the bike stand up? It
was two tired.)
Extra Practice
1 Distribute one sentence to each pair of students.
72
OK, OK. You’ve told me that
300 times.
My co-worker talks
on the phone all day
long.
My mother is the best cook
in the world.
We can’t go to the
mall on Saturday.
There will be millions
of people there.
The phone just keeps
ringing. When are they
going to answer?
Everyone loves going
to the beach, right? I
certainly do.
Is it time to go home
already? It seems so early.
Where did I put my
keys? I can never find
them.
Time flies like an arrow.
Fruit flies like a banana.
You can tune a guitar
but you can’t tuna
fish.
Two silk worms had a race.
They ended up in a tie.
You were right so I
left.
If you’re anything like me,
you love to relax on the
weekend.
Of course you get
tired of your job
sometimes – we all
do!
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You and I probably have a
lot in common.
I completely
understand why
you haven’t thought
about this before.
Good fences make good
neighbors.
Yeah, I can’t wait to
work 40 hours this
weekend.
The taxpayers keep sending
politicians on expensive
trips abroad. It might be
worth it except they keep
coming back.
Nice shirt he’s
wearing. Too bad
they didn’t have his
size.
2 Put the five categories from the Reading Skill on
signs around the room. Tell the partners to read their
sentence(s) and decide which category it belongs
in. Once they’ve decided, tell them to stand next to
that sign.
3 When the students are grouped next to the signs, tell
them to share and discuss their examples.
4 If everyone agrees that they are all in the right place, have
a couple of students from each group share their example
and explain why it belongs in the chosen category.
Answers
Students’ answers may vary. Sample answers include:
Build a rapport
If you’re anything like me, you love to relax on the weekend.
You and I probably have a lot in common.
Of course you get tired of your job sometimes – we all do!
I completely understand why you haven’t thought about this
before.
Rhetorical question
The phone just keeps ringing. When are they going to answer?
Everyone loves going to the beach, right? I certainly do.
Is it time to go home already? It seems so early.
Where did I put my keys? I can never find them.
Exaggeration
OK, OK. You’ve told me that 300 times.
My co-worker talks on the phone all day long.
My mother is the best cook in the world.
We can’t go to the mall on Saturday. There will be millions of
people there.
Sarcasm
Good fences make good neighbors.
Yeah, I can’t wait to work 40 hours this weekend.
The taxpayers keep sending politicians on expensive trips
abroad. It might be worth it except they keep coming back.
Nice shirt he’s wearing. Too bad they didn’t have his size.
Pun
Time flies like an arrow. Fruit flies like a banana.
You can tune a guitar but you can’t tuna fish.
Two silk worms had a race. They ended up in a tie.
You were right so I left.
Exercise 6 IDENTIFY
1 Read the instructions and have students work
independently to complete the exercise.
2 Call on students for the answers.
Answers
1 pun / play on words
2 exaggeration / sarcasm
3 rhetorical question / pun
4 build rapport
© Copyright Oxford University Press
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Exercise 7 INTERACT
Direct students to discuss the question with a partner. Call
on students for the answers.
Answers
Students answer will vary. Sample answers include:
1 fun-tastic
2 if you’re feeling really brave…
3 Why…They’re…(question and answer)
4 right? / I’m sure you agree
Exercise 8 INTEGRATE
1 Read the directions. Have students work independently to
find the answers.
2 Call on students to share their answers with the class.
Answers
Students answer will vary. Sample answers include:
1 throughout, e.g., So get out there and do the things you like
doing! / put that phone back in your purse right now! / why not
try doing a completely new activity…
2 But play is just for kids, right? / the best things in life are free,
right? / Free time? What is that anyway?
3 fun-tastic
4 Free time? What is that anyway?
t Exercise 9 WHAT’S YOUR ANGLE?
Have students discuss the question with a partner. Call on
students to share something interesting they learned about
their partner.
Grammar in Context
Verb + -ing or to infinitive (same or different meaning)
GO ONLINE
1 Direct students to read the information in the Grammar in
Context box.
2 Provide examples and discuss the different meanings of
stop, try, and remember + to or -ing.
I stopped getting gas at that station. (I was getting gas
there in the past, and then I quit.)
I stopped to get gas at that station. (I was going somewhere,
and I stopped with the purpose of getting gas.)
I remembered calling Maria. (I had called Maria in the past,
and then I remembered it.)
I remembered to call Maria. (First I remembered, then I called.)
I tried exercising last night. (I experimented with exercising.)
I tried to exercise last night. (I attempted to exercise but
wasn’t successful.)
3 For additional information, see the Grammar focus on
page 164.
Extra Practice
1 Put students in teams. Tell them that you will read a
situation, and they need to work together to write a
sentence about it using stop, remember, or try + -ing or to
infinitive.
2 Give them one minute. Every team that writes a logical
sentence about the situation using one of those forms
gets a point. Situations:
1. Yesterday I was walking to school when I saw Mary. I
went over to talk to her.
2. Carlos and I aren’t really friends anymore. I haven’t
talked to him for ages.
3. I was at the store and I thought “That’s right! I need to
buy eggs!”
4. Sam asked if we had ever met before and I thought
about it, but I really wasn’t sure.
5. Last weekend I made onion soup for the first time.
6. That book was too difficult for me to read. I only read the
first page.
Answers
Students’ answers will vary. Sample answers include:
1. I stopped to talk to Mary.
2. I stopped talking to Carlos.
3. I remembered to buy eggs.
4. I didn’t remember meeting Sam.
5. Last weekend I tried making onion soup.
6. I tried to read that book. / I stopped reading that book.
Exercise 10 IDENTIFY
1 Read the first sentence aloud and elicit the answer. Ask
students to work independently to complete the activity.
2 Call on students to read the answers aloud.
Answers
1 S
2 D
4 S
5. D
6 D
t Exercise 11 WHAT’S YOUR ANGLE?
1 Read the directions. Elicit several students’ answers to
number 1. Tell them to complete the sentences with their
own ideas.
2 Have students compare and discuss their answers with a
partner. Call on students to share something interesting
they learned about their partners.
Vocabulary Development
Intensifying adverbs
GO ONLINE
1 Direct students to read the information in the Vocabulary
Development box.
2 Ask students which adverbs could apply to difficult.
(It’s gradable, so a little, very, really, and extremely). Ask
which could apply to fantastic (ungradable, so absolutely,
completely, or totally).
Extra Practice
1 Play Concentration. Copy this grid on the board. Include
the numbers, but don’t write the words in the squares.
1 a little
2 bored
3 very
4 excited
5 completely
6 fantastic
7 angry
8 really
9 extremely
10 absolutely
11 miserable
12 disgusted
2 Divide the class into teams. Tell students that for this
game, they need to try to remember—no writing
allowed. Have a student from the first team call out two
numbers. Write the words in the corresponding squares. If
the words go together (for example a little excited), leave
them up. If they don’t go together, erase them. Whether
the team scores or not, go to the next team and have
students call out two numbers. Continue until the grid is
filled in. Keep track of points and name the winner based
on whichever team has matched the most pairs correctly.
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Exercise 12 INTEGRATE
1 Ask students to read the items and underline their
predictions. Then tell them to check their answers in the
reading.
2 Call on students for the answers.
Answers
1 totally
2 extremely
3 really
4 a completely
5 really
Exercise 13 INTEGRATE
Read the directions. Ask partners to work together to
write eight questions. Circulate and provide assistance as
necessary. Tell both partners to write the questions.
Answers
Students’ answers will vary. Sample answers include:
1 Which activity have you been totally absorbed with recently?
2 How do you feel when you are extremely busy?
3 What are three things that are really important to you?
4 If you were going to do a completely new activity, what
would you choose?
5 Do you know someone who is really adverturous?
6 When was the last time you were absolutely exhausted?
7 What movie do you think is absolutely fantastic?
8 When was the last time you were extremely bored?
t Exercise 14 WHAT’S YOUR ANGLE?
1 Have students sit with a new partner to ask the questions
from Exercise 13.
2 Call on students to share what they have in common with
their partners.
Lesson 6.2
About
Getting Out and
Student Book pages 67 – 69
Exercise 1 ACTIVATE
1 Direct students’ attention to the title and the photos.
Explain that “out and about” refers to getting out and
doing normal or nonspecific activities.
2 Read the directions and have students discuss the photos
with a partner. Call on students to share their ideas with
the class.
Answers
Students’ answers will vary. Sample answers include:
1 They are making pottery.
2 They are playing a board game called Go.
3 They are doing indoor climbing.
Exercise 2 IDENTIFY
1 Read the title of the survey and ask students what the
difference is between sports and recreation. (Recreation is
anything you do for fun; sports normally involve physical
competition.) Ask whether they would classify the
activities in Exercise 1 as sports or recreation.
2 Have students read the survey and ask them what its
purpose is.
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Answers
Students’ answers will vary. Sample answers include:
The survey is about sports and recreation facilities. The results
may be used to plan how a recreation center is organized.
Exercise 3 INTEGRATE
1 Have students complete the survey. Elicit the meaning
of facilities (a place or piece of equipment you can use
for a specific purpose) and cycle track (a bike path that is
physically separated from traffic in some way). Answer any
other questions about vocabulary.
2 Tell students to ask and answer the survey questions with
a partner.
Exercise 4 IDENTIFY
1 Read the directions and give students time to read the
report. Tell them to save vocabulary questions for after
they finish reading. Suggest that they circle words that
they are unfamiliar with. Encourage them to underline the
results and opinions expressed in the survey so they can
compare them with their own opinions later.
2 Ask students if the results are similar to theirs and / or their
partner’s opinions about local facilities. Elicit any questions
about the vocabulary.
Writing Skill
Phrases that signal similarity and difference
GO ONLINE
1 Direct students to read the information in the Writing Skill
box, or have students read along silently as you read the
information.
2 Write the expressions from the Writing Skill box on the board
and elicit sample sentences from the class. Point out the
different grammatical functions of the words. Similar, same,
equal, and different are adjectives. Similarity and difference are
nouns. Equally is an adverb that usually modifies an adjective
or verb (for example equally difficult or paid equally). Although
is an adverb used with a subordinate clause (for example,
Although it’s expensive, we still use the swimming pool.). Likewise,
similarly, in contrast, in comparison, conversely, and however,
are transitional adverbs, usually placed at the beginning or
ending of a sentence and set off with commas.
Extra Practice
1 Give the following sentence frames to each student.
Tell them to walk around the room talking with their
classmates. They need to write a different classmate’s
name in each sentence.
classmate and I are similar because
1._______________
_______________.
classmate
2._______________
and I are different because
_______________.
classmate
3.One similarity between me and _______________
is
_______________.
classmate
is
4.One difference between me and ______________
_______________.
classmate
5._______________
and I are equally interested in
_______________.
classmate
6.Although I like _______________, _______________
does not.
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classmate
7.I enjoy _______________. In contrast, ______________
_______________.
classmate
8.I _______________. Similarly, ______________
_______________.
2 When most students have completed their forms, have
them return to their seats. Call on students to read
sentences to the class.
Exercise 5 IDENTIFY
The report is organized with each question addressed in each
paragraph after the introductory paragraph. Question 1 is
answered in paragraph 2, question 2 in paragraph 3, question 3
in paragraph 4, and question 4 in paragraph 5.
Grammar in Context
Verb with -ing and to infinitive
1 Read number 1 and elicit the answers. Have students work
independently to complete the rest of the exercise.
2 Have students compare answers with a partner. Then call
on students to read the completed sentences to the class.
Answers
1 same; as
2 similarity
3 differently
Answers
4 different
5 Conversely
6 comparison
Exercise 6 INTEGRATE
1 Have students work independently to find examples in
the report. Tell them to mark or highlight the examples in
the text.
2 Call on students to share what they found with the class. If
possible, project the text and have students come up and
underline the examples.
Answers
1 although some felt that more opportunities could be made
available for teenagers: shows contrast with the 81 percent
of the participants who felt that local sports and recreation
facilities were satisfactory.
2 However, 7 percent replied that they do not regularly use any local
facilities: shows contrast with the majority of participants (78
percent) who use local facilities at least two to three times a
month.
3 although not all had tried it: shows contrast with participants
who have started using the climbing center.
4 similarly, 19 percent enjoy the experience of using local hiking and
bike trails: shows similarity of this category to the ranking for
community pools.
5 In contrast, the lowest-ranking facility was the walking paths:
shows contrast with the difference between the popularity of
the community pools and hiking and bike trails.
6 Conversely, however, some participants seem to think the town
would benefit from more facilities, especially for younger people:
shows contrast with the category of participants who are
happy with the current number of facilities.
t Exercise 7 WHAT’S YOUR ANGLE?
1 Read the directions and have students discuss local sports
and recreation facilities with a partner.
2 Have each pair meet with another pair and compare ideas.
3 Call on students to share what they agreed and disagreed
about.
Exercise 8 ASSESS
1 Read the directions and have students work
independently to compare the survey to the report.
2 Call on students to share their findings with the class.
GO ONLINE
1 Read the information in the Grammar in Context box
aloud. As you read each section, ask students questions
with the sample verbs:
What is something you enjoy doing?
What have you agreed to do recently?
What do you hope to do soon?
What do you encourage your friends to do?
What has someone told you to do recently?
Encourage students to answer with a complete sentence.
2 For additional information, see the Grammar focus on
page 164.
Extra Practice
1 Give each student a question card. Tell everyone to
stand, find a partner, and ask and answer the questions
on their cards. Tell them to answer with complete
sentences using the correct verb form. Once they’ve
finished, they should exchange cards and find a new
partner to ask the new question.
What do you hate doing? What do you enjoy doing?
What do you miss doing? What jobs involve
traveling abroad?
What do you feel like
doing right now?
What is something you
can’t imagine doing?
What is something you
can’t help doing?
What do you expect to do
next year?
What is one thing you
What is something you
hope to do in the future? have refused to do?
What is something you
tend to do when you’re
nervous?
What have you taught
someone else to do?
What do you need to be
reminded to do?
What do you encourage
your friends to do?
What did your parents
not allow you to do
when you were a kid?
What famous person
seems to be very honest?
What have you always
wanted to do?
What did someone tell
you to do recently?
2 Take a question card yourself and participate in the
activity, giving students feedback on their verb use as
necessary.
Exercise 9 IDENTIFY
Have students work independently to find examples in the
conclusion of the report. Call on students for the answers.
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Answers
these participants enjoy using them
some participants seem to think the town would benefit from
more facilities
make people aware of the facilities
This would encourage people to participate.
Exercise 10 INTEGRATE
1 Read number 1 aloud and elicit the answer. Have students
work independently to complete the exercise.
2 Call on students to read the completed sentences aloud.
Student Book pages 70 – 71
Exercise 1 ACTIVATE
1 Direct students’ attention to the lesson title. Explain that
“in it to win it” means “focused on winning or succeeding.”
2 Read the directions. Tell students to talk to a partner about
the questions. Call on students to share their ideas with
the class.
Answers
Answers
1 to play / playing
2 the climbers to put on
3 being
Lesson 6.3 In It to Win It
4 to go
5 missing / to miss
Exercise 11 IDENTIFY
Students’ answers will vary. Sample answers include:
1 They are having an egg race. They are nervous and excited.
2 They are playing soccer. The player is unhappy about the call.
3 They won a game in a wheelchair sport. They’re excited.
4 Their team just won or scored a point. They’re excited.
1 Read the directions. Put students in small groups and ask
them to agree on a topic.
2 Have the groups share their chosen topic with the class to
make sure all three are covered.
Exercise 2 INTEGRATE
Exercise 12 PREPARE
Exercise 3 IDENTIFY
1 Read the directions. Check comprehension after number
1 by eliciting an example of a yes / no question, a ranking
question, and a rating question. Note that ranking implies
ordering the items against one another (i.e., putting them
in order from most exciting to least exciting), while rating
implies assessing each item individually and giving it a
value (i.e. rating each item on a scale of 1 to 5). Here are
some sample questions:
Do you ever watch extreme sports? (yes / no question)
Rank these sports according to how exciting they are. Number
them from 1 to 4 (1 = most exciting):
motocross,
rock climbing,
hang gliding,
snowboarding (ranking question)
Rate these sports according to how dangerous you think
they are 1=most dangerous, 3=least dangerous:
motocross,
rock climbing,
hang gliding,
snowboarding (rating question)
2 Tell all group members to write the questions. Once every
group is finished, have the members find a partner from
another group to interview.
3 Have students return to their groups and plan their
reports. Remind them of the structure of the report in
Exercise 4 (1 question = 1 paragraph).
Exercise 13 CREATE
Have the groups work together to write their reports. Tell
them to choose a secretary to write. The rest of the group
members need to tell the secretary what to write.
Exercise 14 IMPROVE
Read the checklist aloud. Ask students to look through their
reports and make corrections or additions as necessary
before they check off the items on the list.
Exercise 15 EVALUATE
Have students exchange reports with another group. Ask
volunteers to share anything they found surprising in the
other group’s report.
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1 Put students in small groups to discuss the questions.
2 Call on representatives from the groups to share their
ideas with the class.
1 Read the first sentence and elicit the answer. Have
students work independently to complete the exercise.
Tell them to refer to a dictionary if necessary.
2 Call on students for the answers. Say and have students
repeat each word or phrase.
Answers
1 acquire
2 determination
3 opponent
4 challenge
5 stick to
6 concentration
7 under pressure
Oxford 5000 words
acquire
determination
under pressure
challenge
opponent
concentration
Exercise 4 INTEGRATE
stick to
OXFORD REFERENCE
1 Read the directions. Have students work independently to
complete the definition.
2 Call on students for the answers. Ask them to share which
of their ideas from Exercise 2 are in the reading.
Answers
1 opponent
2 under pressure
3 acquire
4 concentration
5 determination
6 challenge
7 stick to
Grammar in Context
Other uses of -ing form
GO ONLINE
1 Read the information in the Grammar in Context box
aloud. Check comprehension as you go by providing
students with a verb and eliciting more examples, such as:
Running:
Running is fun. (subject)
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I hate running. (object)
I’m bored with running. (adjective + prep)
He has a strange way of running. (noun + prep)
You should stretch before running. (with time conjunction)
It’s important to drink water after running. (with time
conjunction)
2 For additional information, see the Grammar focus on
page 164.
Extra Practice
1 At the top center of a large sheet of paper or poster
board, write: Verb: ______. Underneath that title, write
these headings: subject, object, adjective + preposition,
noun + preposition, before, after, since, while. They can be
column headings or row headings. Just make sure there’s
enough space to write multiple sentences either under
or next to them.
2 Put students in groups (no more than eight groups) and
give each group one of the sheets of paper. Assign each
group a verb (for example, play, keep, read, follow, learn,
talk, try, work). Tell them to write the verb in the title of
their paper. Then have them work together to write a
sentence with that verb under each heading indicating a
different use of the -ing form.
3 As soon as they finish, tell them to exchange papers with
another group. They should keep writing sentences and
exchanging papers, always using the verb at the top
of the paper, until every group has written on all eight
sheets of paper or until there is no more space on the
papers.
4 Have the final group present the sentences on their
paper to the class. Make corrections as necessary.
e Exercise 5 IDENTIFY
1 Read the directions and number 1 aloud. Elicit the answer.
Then have students work independently to complete the
exercise.
2 Call on students to read the completed sentences aloud.
Answers
1 going, subject
2 losing, adjective + preposition
3 building, adjective + preposition
4 joining, time conjunction
5 winning, noun + preposition
6 challenging, object
7 running, adjective + preposition
8 playing, time conjunction
Audio Script
e CD 2, Track 10
1 For me, going to tournaments is fun because it brings us together
as a team.
2 You get so tired of losing because it makes it harder to motivate
yourself to stick to the training.
3 That’s really important in building team spirit because when we
have fun together, our relationships on and off the netball court
get stronger.
4 My social life’s gotten much better since joining the team.
5 To be honest, I’m not so sure the focus on winning is the
best idea.
6 I love challenging myself to stay ahead.
7 I’m not interested in running if I know I won’t win!
8 Just ask yourself whether you feel happy while playing.
Exercise 6 APPLY
1 Read the directions and have students work
independently to complete the exercise.
2 Call on students for the answers.
Answers
1 the matching of opponents is essential… (1, subject)
2 negative aspects to playing a sport (2, noun + preposition)
3 angry at losing (2, adjective + preposition)
4 while enjoying (3, time conjunction)
5 developing concentration (3, time conjunction)
Exercise 7 INTERACT
Read the instructions and have students discuss the
questions with a partner.
e Exercise 8 IDENTIFY
Read the instructions. Play the audio and have students
number the speakers in order.
Answers
1–Vicky
3–Petra
Audio Script
e CD 2, Track 11
HostHello everyone, thanks for coming. Let’s get started. As
you know, we are having this panel discussion to kick
off—sorry about the pun!—anyway, to start our sports
month challenge. The plan is for everyone in college
to do thirty minutes of sports every day for thirty days.
It can be anything: a team sport, going to the gym,
whatever you choose. We have four speakers here to
give their personal views on sports to get us going.
Vicky Spence, would you like to begin?
VickySure…thanks…hmmm…, well, yes, I’m Vicky, I’m a
science major in my sophomore year. I play volleyball
for the college team, and we’re not bad either. In fact,
we won the league last year, and we’re doing really
well this season, too. For me, winning is fun because it
brings us together as a team. You know, we work and
train really hard together, but sometimes, no matter
how hard we try, we lose. You get so tired of losing
because it gets harder to motivate yourself to stick
to the training. So, when we win, it’s a real boost! It
gives us an excuse to celebrate, go out together and
have a good time. That’s really important in building
team spirit because when we have fun together,
our relationships on and off the volleyball court get
stronger. My social life’s gotten much better since
joining the team. And that’s got to be a positive
thing, right?
HostThanks, Vicky. Now, Alexander Garza, you teach
elementary school kids, right?
AlexanderYes, that’s right. I’m at Parkside School, just down
the road. To be honest, I’m not so sure the focus on
winning is the best idea. I’m worried that kids these
days just want to win when actually they should be
participating in sports for the social benefits—you
know, enjoying the team dynamic, cooperation,
sportsmanship, learning to respect your opponents, all
of that. We get a lot of pushy parents and coaches who
only want their team to win. OK, winning is fun, but
sometimes we lose. Kids need to learn that they can’t
always be successful; there’s a balance in life between
winning and losing...I mean, they could play the best
game of their lives, but their team could still lose. Are
they a winner then or a loser? Well, that depends on
how you define winning—winning doesn’t just mean
being the best or getting a prize. It’s about winning
other things, like respect and friendships. We need
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4–Landon
2–Alexander
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to teach kids that the fun is being in the game, not
winning the trophy. They should have fun while they’re
playing rather than focusing on the end result. I know
it’s a bit of a controversial thing to say, but sometimes
I’m glad when our teams lose.
HostWow! Thanks, Alexander, that’s very interesting. Now,
Petra Murray we all know, right? We’re so lucky that
she graduated from our college. Petra, what’s your
perspective as a successful international athlete?
PetraHi. For me it’s all about winning. Winning is pretty
much everything, in my opinion. I mean, what athlete
doesn’t want to win? But for me, it’s not just about
winning the actual race. It’s the feeling I get when I win.
You know, you’re leading the race, your concentration
is one hundred percent so you don’t see or hear
anybody, and then suddenly there’s that noise, that
buzz of excitement as you cross the line and realize
you’ve done it. All those months—and years—of
training, of determination to succeed, have paid off.
I like being the best, setting records, winning medals
for my country. It’s an incredible feeling, and I think
that’s what keeps me coming back to the track year
after year. I love challenging myself to stay ahead, I
love acquiring the new skills that keep me on top…
you know, there are always new, younger athletes
emerging…it’s tough for an older person like me.
I’ll probably have to retire from competition in a few
years…so I want to quit running while I’m ahead. Once
I stop winning, I’ll stop competing. I’m not interested in
running if I know I won’t win!
HostThanks, Petra. An interesting contribution. And finally
let’s hear from Landon Banks, a sports psychologist.
LandonWhy is winning fun? Some people might say it’s
because of the money earned or the fame, but
actually, it’s all down to chemistry. When we win,
our brains produce what we call “happy” hormones
called dopamine and endorphins, which make us
feel absolutely fantastic. The more we experience
that winning feeling, the more we want to win.
Unfortunately, there’s a negative side to that, too.
While competitive sports are an extremely good
way to exercise and improve your health, the “high”
people can get from winning can lead to a condition
called sports addiction, which can have serious
consequences. Want to know if you’re becoming
addicted to sports? Just ask yourself whether you feel
happy while playing. If you don’t, you just feel under
pressure, it’s time to take a break and reduce the
amount of time you spend playing them.
Listening Skill
Understanding the speaker’s attitude and mood
GO ONLINE
1 Read the information in the Listening Skill box aloud.
As you go over each point, provide an example or model.
For example, for the verbal clues, make statements of
opinion (The movie was fantastic.) and give examples with
some of the provided language (We definitely need to see it
again. Luckily, we were able to get in early. Despite its length,
we were never bored.).
2 For the nonverbal clues, model the items (happy /
unenthusiastic voice, loud volume, etc.). Ask students if
these nonverbal clues are the same in their languages.
Extra Practice
1 Put the students in groups. Tell the groups they are going
to present a short skit to the class. You will provide them
a topic. They need to write a short conversation between
two people (about five lines per character); one person
is enthusiastic about the topic and the other person is
not. They should choose two actors, but work together
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to write the conversation and make decisions about the
verbal and nonverbal clues that the actors will use. Some
topics: soccer, a recent movie, a musical group, going
camping, fishing, dancing, cooking, getting up early.
2 Have the actors from each group perform the
conversation. Ask the listening students to identify the
verbal and nonverbal clues that revealed their attitudes
about the subject.
Exercise 9 INTERACT
1 Put students in small groups and ask them to discuss the
questions about the speakers from the radio talk show.
2 Call on a representative from several groups to share
something that the group members had in common or
disagreed about.
e Exercise 10 IDENTIFY
1 Read the directions. Give students some time to preview
the exercise items. Replay the audio and ask students to
label the sentences.
2 Have students share and discuss their answers with a
partner. Elicit any questions or disagreements that came
up in their conversation.
Answers
1 A
2 P
3 A
4 V
5 L
6 P
e CD 2, Track 11
t Exercise 11 WHAT’S YOUR ANGLE?
1 Read the directions. Elicit several examples from the class
of things people they know have won or lost.
2 Give students time to make notes on their ideas.
3 Remind students of the ways they show attitude and
mood when they tell their stories. Ask them to review the
information in the Listening Skill box.
4 Have students share their story with a partner, and then
switch partners and repeat the activity.
Lesson 6.4 Casual Conversations
Student Book pages 72 – 73
Exercise 1 ACTIVATE
1 Direct students’ attention to the video stills. Ask them to
discuss the questions with a partner.
2 Direct students’ attention to the second photo. Ask how
Kevin is feeling (better). Elicit ideas for why he might be
smiling (for example, his friends said something nice).
Answers
Students’ answers will vary. Sample answers include:
1 Kevin is feeling miserable.
2 I last felt this way when I got a bad grade, or negative
feedback on my project at work.
3 I usually talk to my best friend.
r Exercise 2 IDENTIFY
1 Have students read the questions in preparation for
watching.
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2 Play the video and tell students to note their answers.
3 Call on students for the answers.
Answers
1 tired, lost his scholarship, great-grand father just died
2 with sympathy
3 share happy memories about the great-grandfather and
about Kevin
4 They do a quick huddle with hands on each other’s shoulders
r English For Real Video Unit 6
Real-World English
Expressing sympathy
Read the information in the Real-World English box aloud
and ask students to read along silently. As you go through
each section, have students repeat the example expressions.
Explain that that’s rough is an informal response to a difficult
life event and is used for condolences. Discuss the kind of
body language students would use their own cultures for
these situations.
Extra Practice
1 Write expressions on the board to express sympathy:
Oh, I’m so sorry to hear that.
That’s terrible.
How awful.
That’s too bad.
I’m so sorry.
That’s rough.
2 Put students in groups of three. Tell them to write a
conversation like this:
A: Tell about a bad experience.
B: Express sympathy sincerely (using tone of voice and body
language to convey feeling).
C: Express sympathy insincerely.
3 Have the groups perform their conversations for the
class. Have the listening students say which partner is
sincere and which is not.
Real-World English Strategies
Whereas the previous unit focused on how to deliver bad
news, this unit helps your students practice how to react
to bad news and express sympathy. This is done differently
depending on whether the situation is formal or informal.
1 First, re-play the video from Lesson 5.4, if necessary, and
ask the students to pay attention to how Cathy and
Jenna respond to Andy’s bad news. What expressions
do they use? Is their reaction positive or negative?
2 As your students are watching the video here in Lesson
6.4, ask them to pay attention to how Max and Andy
react to Kevin’s bad news.
3 Next, compare the reactions from 5.4 (Cathy and
Jenna) with 6.4 (Max and Andy). How are the reactions
different? Why are they different (for example, could it
be the content of bad news, etc.)?
4Then ask your students if they can remember a time when
they received or delivered bad news and the reaction was
negative. What did they (or the other person) say? Here are
some possible answers you can expect:
• I’m so sorry to hear that.
• That really stinks, man.
• Wow, that sounds awful!
5As you list the expressions on the board together, divide
them into two columns: formal and informal.
6Finally, ask students to practice the following scenarios,
and to react appropriately to the news depending on
whether the context is formal or informal.
•Your car just broke down and it will be very expensive
to fix it.
• Tell your roommate.
• Tell your boss (NOTE: You need your car for work).
•You failed a very important test and will likely not
pass the course.
• Tell your classmate.
• Tell your academic adviser.
r Exercise 3 INTEGRATE
1 Tell students to read the exercise in preparation for
listening.
2 Play the video. Have students work independently to
complete the sentences.
3 Call on students for the answers.
Answers
1 look like
2 rough
3 going on
4 That’s terrible
5 Sorry to hear that, Kevin
Video Script
r English For Real Video Unit 6
Scene 1
Kevin
Max
Kevin
Max
Kevin
Max
Kevin
Max
Kevin
Oh, hey Max!
Hey…Kevin. You look like you haven’t slept for days.
That’s because I haven’t slept for days!
That’s rough, Kevin. What’s going on?
Well… I lost my scholarship.
No way! That’s terrible.
And that’s not all. My great-grandfather just passed away.
Your… great-grandfather? Sorry to hear that, Kevin.
Thanks, Max.
Scene 2
Kevin Hey, Andy.
Andy Max. Kevin! What’s going on?
Max
Kevin’s having quite a bad day.
Andy Oh no! What’s wrong?
Kevin Well, first I lost my scholarship.
Andy Sorry! That’s a real shame. Was it a lot?
Kevin Absolutely! Yeah, I’ll have to get a job now.
MaxBut that’s not all. He just found out that his greatgrandfather died.
AndyOh no! Your Great-grandpa Simmons? I remember him! Aw,
that’s sad.
KevinYeah. He was a great chemist. He won all sorts of awards. I’ll
never be that good.
Andy I disagree! You’re already good.
Max
You must take after him.
Kevin I doubt it.
AndyI’m sure he’d be proud of you, Kevin…whatever you
decide to do.
Kevin Aw, thanks, Andy.
Max
So, how old was your great-grandpa, Kevin?
Kevin He was 100.
Max
Amazing! Well, I hope we all live to be 100.
Kevin Thanks, guys. I’m lucky I have friends like you.
© Copyright Oxford University Press
4511186_WA_TG5.indb 79
6 What’s wrong
7 a real shame
8 that’s sad
9 already good
10 he’d be proud
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Exercise 4 IDENTIFY
1 Have students read the first bullet and identify one phrase
from Exercise 3 that expresses sympathy directly. Have
students work independently to complete the rest of the
exercise.
2 Call on students for the answers.
Answers
Express sympathy directly: 2, 4, 5, 7, 8
Give positive feedback: 9, 10
Show concern or interest: 1, 3, 6
Lesson 6.5 Off the Beaten Path
Student Book page 74
Exercise 1 ACTIVATE
1 Direct students’ attention to the picture and the title.
Have them quickly discuss their guesses about what the
expression means with a partner. Tell them not to look it
up.
2 Call on students to share their guesses.
Exercise 5 IDENTIFY
Answers
1 Read number 1 and elicit the best response. Point out that
the other response is extremely formal. Have students
work independently to complete the exercise.
2 Make each statement and have the class call out the
correct response. Model pronunciation and tone as
necessary.
e Exercise 2 INTEGRATE
Answers
3 a
4 a
1 b
2 b
Students’ answers will vary. Sample answers include:
It means “in a place people don’t usually go.”
1 Tell students to read the questions in preparation for
listening. Play the audio.
2 Tell students to share their answers with a partner.
Answers
5 b
Exercise 6 INTEGRATE
Have students practice the statements and responses with
a partner. Circulate and provide feedback on pronunciation,
tone, and body language.
Exercise 7 APPLY
1 Read directions and number 1 aloud. Elicit possible
responses. (For example, Oh no! How can I help you? or
How awful! Here, take my arm.)
2 Have students work with a partner to write a response to
each statement.
Exercise 8 INTEGRATE
1 Tell students to practice the statements and responses
from Exercise 7 with their partners.
2 Have each pair meet with another pair and perform their
statements and responses. Tell the listening students to
identify the level of formality.
3 Call on pairs to perform each of the statements and
responses for the class.
Exercise 9 PREPARE
Read the directions. Tell students to work independently to
write three or four statements.
Exercise 10 INTERACT
1 Put students in groups. Review phrases from Exercise 3
for expressing sympathy, giving positive feedback, and
showing interest.
2 Tell the group members to take turns sharing their
statements and responding.
1 Danny’s hobby is mountain biking and making mountainbiking films
2 3
3 Section 1: reasons why he started mountain biking
Section 2: what mountain biking involves
Section 3: why he enjoys the sport so much
Audio Script
e CD 2, Track 12
Today I’m going to talk about my hobby: mountain biking. Well,
actually, it’s more like two hobbies in one. I also make mountainbiking films! It’s a pretty short and informal presentation today, but
I’m going to break it down into three sections. First, I’ll talk about the
reasons why I started mountain biking. Then I’ll move on to explain
more about what it involves—basically, where I do it and how. And
finally, I’ll explain why I enjoy the sport so much.
e Exercise 3 IDENTIFY
1 Tell students to read the questions in preparation for
listening. Play the audio.
2 Tell students to share their answers with a partner.
3 Call on students for the answers.
Answers
1 He went on an adventure tour with friends where they cycled
in the mountains. He enjoyed the challenge of controlling the
bike on different surfaces.
2 He started filming the treks and uploading the movies onto
their mountain-biking blog. He thinks the films are exciting
and inspiring.
3 He gets together with his cousin and friends to plan their
route by looking at maps, look at weather conditions, and
satellite images.
4 The paths can sometimes be difficult and extremely
challenging. And sometimes he or one of his friends can get
into an accident.
Exercise 11 SHARE
Audio Script
1 Have students tell their group members how they felt
about their responses. Elicit any questions or issues that
came up during the activity.
2 Remind students to go online to create their own version
of the video.
First, I’d like to tell you about the reasons I started mountain biking.
Well, probably the most obvious reason is that I love biking, and
I also, I love being outdoors! I just had a normal bike as a student,
but then after graduating from college, I went on an adventure
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e CD 2, Track 13
© Copyright Oxford University Press
5/10/19 1:30 PM
tour with friends. We did a cycling trek in the mountains, and it was
totally amazing! The views were incredible, but it wasn’t just that—I
loved not being limited to biking on paved roads. With a mountain
bike, I could go off the beaten path, find less-used trails that I found
more interesting, and I enjoyed the challenge of controlling the bike
on different surfaces. I also loved the sense of achievement I felt
afterward and the feeling of being connected to nature.
So, that’s how I started mountain biking, but let’s move on to what it
actually involves. I know, you’re probably thinking, “Well, it involves
riding a bike in the mountains,” and you’re right. But there’s a little
more to it than that, so let me explain in more detail. And I’ll tell
you some things about my filmmaking too. So, during the week, I
get together with my cousin and a couple friends, and we plan our
weekend route. You know, we get out the maps, and we look at the
weather conditions and the satellite images of the area if they’re
available. Then on the weekend we go out to the mountains with
our bikes. And we bike the route we planned. And that’s where the
filmmaking comes in. Some of the routes we’re biking are extremely
challenging, and it’s really exciting trying them out for the first time.
So, I wear a small camera on my helmet that films the whole thing.
Most of it’s good – you see the weather, the hills, the wildlife – you
know, animals and birds crossing in front of us or that we ride past.
Sometimes it’s stuff we’ve missed when we were focusing on the
road…but sometimes one of us has an accident, and it’s all on film
– it can look a little dramatic, but we wear helmets and protective
gear, so usually it’s nothing too serious. Most of the time someone
just hits a stone and falls over. When we get home, we watch our
video on the computer, and if it’s any good, we upload it to our
mountain-biking blog.
Finally, why do I enjoy it so much? Well, you’ll probably already guessed
that it’s exciting and fun. But it’s the whole process, you know? The
planning is really important for me because it allows me to use my mapreading and navigation skills. And I enjoy the challenge. When you’re up
there on dirt paths, there’s always the danger that you’re going to fall off.
The paths are steep, and there are sometimes things like tree branches
or bits of loose rock in the way. You have to deal with those as you go
along. I like the unpredictability of that. I also like the social side of it –
hanging out with friends, having fun, sharing experiences, and laughing
about our experiences later. It helps me to relax. I think making the
films and writing the blog adds another dimension, too. There are lots
of mountain-biking enthusiasts out there who want to see what we do
and connect with us on social media. Some of them watch the videos
so they can try out the routes themselves. Others aren’t mountain bikers
at all but just like watching the videos because they’re exciting and
inspiring. I think mountain biking offer me so much as a hobby, and I’m
looking forward to doing it for many more years.
t Exercise 4 WHAT’S YOUR ANGLE?
Elicit students’ answers to the questions. Ask them to explain
why they would or would not enjoy these hobbies.
Speaking
Structuring a presentation
GO ONLINE
1 Ask students to read the information in the Speaking box.
2 Explain the idea of “signposting” (signaling).
3 Have the class brainstorm ideas for signposting language.
For example, ask: How could I signpost that I’m going to tell
you the outline of my presentation? (First, I’m going to…
Then…) How could I signpost that I’m going to change the
topic? (Another issue is…, There are more reasons…) How
can I signpost the conclusion? (Finally, In conclusion, After
all of the above…) Write these ideas on the board for the
Extra Practice activity.
Extra Practice
1 As a class, brainstorm an outline for a presentation on a
topic that would be easy for all students to talk about,
for example: getting started at this school or visiting this
city. Have students come up with three or four sections
for the talk (for example, choosing and registering for
classes, getting materials, where to eat, how to make
friends) and list the sections on the board.
2 Put students in groups and tell them to write a “signpost”
sentence for the introduction, each of the sections, and
the conclusion.
3 Have the groups share their work with the class.
e Exercise 5 IDENTIFY
1 Read the directions. Play the first half of the presentation
and then pause it to allow the partners time to consult
and compare notes. Then play the rest of the presentation.
2 Call on students to share the answers with the class.
Answers
Possible answers:
Today I’m going to talk about… ; 1
I’ll break it down into…; 1
First, I’ll talk about… ; 1
Then I’ll move on to… ; 1
And finally, I’ll explain… ; 1
First, I’d like to tell you about… ; 3
So, that’s how I started mountain biking… ; 4
…but let’s move on to what it actually involves; 2
And that’s where the filmmaking comes in; 3
Finally, why do I enjoy it so much?; 3
e CD 2, Track 14
Today I’m going to talk about my hobby: mountain biking. Well,
actually, it’s more like two hobbies in one. I also make mountainbiking films! It’s a pretty short and informal presentation today, but
I’m going to break it down into three sections. First, I’ll talk about the
reasons why I started mountain biking. Then I’ll move on to explain
more about what it involves—basically, where I do it and how. And
finally, I’ll explain why I enjoy the sport so much.
First, I’d like to tell you about the reasons I started mountain biking.
Well, probably the most obvious reason is that I love biking, and
I also I love being outdoors! I just had a normal bike as a student,
but then after graduating from college, I went on an adventure
tour with friends. We did a cycling trek in the mountains, and it was
totally amazing! The views were incredible, but it wasn’t just that—I
loved not being limited to biking on paved roads. With a mountain
bike, I could go off the beaten path, find less-used trails that I found
more interesting, and I enjoyed the challenge of controlling the bike
on different surfaces. I also loved the sense of achievement I felt
afterward and the feeling of being connected to nature.
So, that’s how I started mountain biking, but let’s move on to what it
actually involves. I know, you’re probably thinking, “Well, it involves
riding a bike in the mountains,” and you’re right. But there’s a little
more to it than that, so let me explain in more detail. And I’ll tell
you some things about my filmmaking too. So, during the week, I
get together with my cousin and a couple friends, and we plan our
weekend route. You know, we get out the maps, and we look at the
weather conditions and the satellite images of the area if they’re
available. Then on the weekend we go out to the mountains with
our bikes. And we bike the route we planned. And that’s where the
filmmaking comes in. Some of the routes we’re biking are extremely
challenging, and it’s really exciting trying them out for the first time.
So, I wear a small camera on my helmet that films the whole thing.
Most of it’s good – you see the weather, the hills, the wildlife – you
know, animals and birds crossing in front of us or that we ride past.
Sometimes it’s stuff we’ve missed when we were focusing on the
road…but sometimes one of us has an accident, and it’s all on film
– it can look a little dramatic, but we wear helmets and protective
gear, so usually it’s nothing too serious. Most of the time someone
just hits a stone and falls over. When we get home we watch our
video on the computer, and if it’s any good, we upload it to our
mountain-biking blog.
© Copyright Oxford University Press
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Finally, why do I enjoy it so much? Well, you’ll probably already
guessed that it’s exciting and fun. But it’s the whole process, you
know? The planning is really important for me because it allows
me to use my map-reading and navigation skills. And I enjoy the
challenge. When you’re up there on dirt paths, there’s always the
danger that you’re going to fall off. The paths are steep, and there
are sometimes things like tree branches or bits of loose rock in
the way. You have to deal with those as you go along. I like the
unpredictability of that. I also like the social side of it – hanging out
with friends, having fun, sharing experiences, and laughing about
our experiences later. It helps me to relax. I think making the films
and writing the blog adds another dimension, too. There are lots
of mountain-biking enthusiasts out there who want to see what
we do and connect with us on social media. Some of them watch
the videos so they can try out the routes themselves. Others aren’t
mountain bikers at all but just like watching the videos because
they’re exciting and inspiring. I think mountain biking offer me
so much as a hobby, and I’m looking forward to doing it for many
more years.
e Pronunciation Skill
Stress and rhythm
GO ONLINE
1 Read the information in the Pronunciation Skill box aloud
while students read along silently. Play the audio with the
examples. First, have students listen. Then replay the audio
and have them repeat.
2 Write a sentence on the board: On Friday we go dancing
at this place down the street. Say the sentence and ask
students to identify the stressed syllables (Fri, danc, place,
street). Underline those syllables and have students repeat
the sentence paying attention to their rhythm and stress.
e CD 2, Track 15
Extra Practice
1 Have students work with a partner. Tell them to look at
Exercise 5 on page 73. Assign each pair one of numbers
1–5. Tell the partners to work together to rewrite their
assigned sentence (not the a / b responses) with capital
letters for each stressed syllable.
2 Announce five different locations in the room and have
all the number 1 pairs meet in one area, the number 2
pairs meet in another, etc. Tell them to compare how
they wrote the sentences and to practice saying them
with fluent stress and rhythm. Call on a member of each
group to say the sentence for the class.
Answers
Students’ answers may vary. Sample answers include:
1 I’VE got a REALly BAD HEADache.
2 THANK YOU for CHANGing the MEETing VENue. The FIRE
CAUSED a LOT of DAMage in the OFFice.
3 I’M REALly NERvous about GIVing the presentTAtion.
4 A TREE fell on my CAR and WRECKed it.
5 I’M NOT at ALL SURE about this PROject and the TEAM I’M on.
More to Say…
Focus: Students practice using stress and rhythm
Grouping Strategy: Whole class
Activity Time: 10 minutes
Set…
1 Write the sentences on the board.
2 Give each student an elastic band.
3 Model the activity with the first sentence. Read it aloud
slowly. Ask students which words should be stressed.
Mark the stressed words. Then read the sentence aloud
again, pulling the elastic band with both hands on the
stressed syllables of the stressed words so it is taut and
then relaxing it on the unstressed words so it is loose.
Have students chorally repeat the sentence, stretching
their elastic bands on the stressed syllables and relaxing
them on the reduced syllables.
Go!
1 Give students five minutes to read the rest of the
sentences and think about the stressed and reduced
syllables.
2 Read the second sentence aloud.
3 Have students identify which syllables should be
stressed.
4 Read the second sentence again, pulling on the elastic
band on the stressed syllables. Have students chorally
repeat the sentence several times.
5 Repeat with the other sentences.
e Exercise 6 ASSESS
1 Read the directions. Play the first sentence and elicit the
answers.
2 Play the rest of the audio and have students mark their
answers.
3 Replay the audio and ask students to repeat. Call on
volunteers to say the sentences and provide feedback on
stress and rhythm.
Answers
1 Moving on to the next TOpic now…
2 As I exPLAINED at the beGINning of the talk…
3 So, let’s look at the first REASon for this.
4 Coming to my FInal point…
5 To sum up, the soLUtion is very SIMple.
e CD 2, Track 16
Exercise 7 PREPARE
1 Read the directions. Have the class brainstorm the
hobbies they might write about.
2 Give students time to work independently to prepare their
presentations. Circulate and help as needed.
Exercise 8 SHARE
1 Put students in groups. Read the feedback questions
aloud and tell students to take turns giving their
presentations and providing feedback.
2 Ask volunteers to share what they learned about other
people’s hobbies.
Ready,
1 Prepare a list of 7–10 short sentences.
2 Prepare enough elastic bands (the bigger and thicker the
elastic bands, the better) so there is one for each student.
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GO ONLINE Encourage students to go online to listen to
the podcast and add their comments to the discussion
board.
Unit 6 Review
Student Book page 152
Zoom In
Vocabulary
Exercise 6
Exercise 1
Answers
1 acquire
2 under pressure
3 concentration
4 opponent
5
6
7
stick to
challenge
determination
Exercise 2
Answers
Students’ answers will vary. Sample answers include:
1 Have you seen this movie? It’s absolutely amazing!
2 We all went bowling. It was really fun.
3 (correct)
4 (correct)
5 I wasn’t highly popular at school.
6 Don’t go near that old building. It’s really dangerous!
GO ONLINE Encourage students to go online to play the
vocabulary game.
Grammar
Exercise 3
Answers
1 I’ll never forget walking out onto that beach for the first time.
2 I’ve tried playing tennis, but I definitely prefer baseball.
3 I saw Reza walking home, so I stopped to give him a ride.
4 Sorry. I completely forgot to reply to your email!
5 We tried to build a sandcastle, but it kept falling down.
6 I stopped going to the gym after I hurt my knee.
7 Let’s try to reserve a table at Frankie’s tonight!
1 Have the class brainstorm things they find fascinating
about the world. Tell students to pick one idea and to take
two minutes writing notes and preparing to talk about it.
Remind them to consider the tone of what they are saying
and to keep it friendly and possibly humorous.
2 Have the class brainstorm questions they might ask about
favorite activities, for example: How long have you been
doing it? How much time do you spend on it? Was it difficult
to learn? Does it require any special equipment? Tell them to
choose three or four questions and then interview several
partners. Give them time to write their reports and remind
them to structure the reports by writing one paragraph
about each question they asked. Collect and provide
feedback on their work.
3 Have students do an image search for a person doing an
activity that they are interested in. Tell them to print out
the picture or save it on their phone. Have them sit in
small groups to share and talk about the image.
Exercise 7
Tell students to think about how they did on each of the
tasks in Exercise 6 and to complete the sentences. Circulate
and make a note of which skills students feel they need to
improve. Remind students that they can review the online
activities for any skills they need more practice with.
Exercise 4
Answers
1 taking; working
2 having
3 not to buy
4 studying; seeing
5 complaining; to charge
GO ONLINE Encourage students to go online for further
grammar reference and information and to play the
grammar game.
Discussion Point
Exercise 5
OXFORD REFERENCE
Read the quote aloud. Explain that Paul A. Samuelson (19152009) was an American economist and Nobel Prize winner.
Have students discuss in small groups what the quote
means and whether they agree with the quote and why or
why not.
Answers
Students’ answers will vary. Sample answers include:
Agree: It’s important to enjoy what you do for a living.
Disagree: For most people, making enough money to live is more
of a concern than enjoying your job.
© Copyright Oxford University Press
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Wide Angle Teacher’s Guide
Unit Overview
Unit 7 Solutions
7.4 Spring Break
Introduction to the unit
The title of this unit – Solutions – summarizes the main
theme: finding solutions for everyday problems.
In Lesson 7.1, students read an article about how the
placebo effect helps people solve health problems. In
Lesson 7.2, they read a letter requesting help from an
expert with the “problem” of how to deal with a sudden
inheritance. Then they write their own letter to an expert
requesting help with a problem. In Lesson 7.3, students
listen to a podcast on strategies for overcoming a creative
block. In Lesson 7.4, teachers use the Real-World English
Strategies to help students use language for persuading
others. Lesson 7.5 summarizes what students have
learned about the theme of solutions. They listen to a
group discussion about using a common object (a binder
clip) for “life hacks,” or solutions to small problems. They
then come up with their own ideas for using everyday
objects to solve everyday problems and participate in
a group discussion where they share ideas and provide
feedback.
Lessons
7.1 Heal Yourself
Reading Skill Recognizing and understanding metaphors
Grammar in Context Defining and non-defining relative
clauses
• Define and use vocabulary related to health and healing
(Oxford 5000)
• Recognize metaphors in an article
• Use defining and non-defining relative clauses in a
discussion about health treatments
Real-World English Persuading
• Identify language of disagreement and persuasion in a
group discussion
• Conduct a group discussion using language of
disagreement and persuasion
7.5 Hack Your Life
Speaking Evaluating and synthesizing
Pronunciation Skill Focus words in chunks
• Use language for evaluating and synthesizing ideas
• Identify focus words and pauses in spoken language
chunks
• Participate in a group discussion
Resources
Class Audio CD 2, Tracks 17–21
Workbook Unit 7, pages 43–49
Oxford Readers Correlations
Great Expectations (9780194657563)
Teacher's Resource Center
Assessments: Unit test
English For Real video
Grammar focus
Grammar Worksheets
Oxford Reference Worksheets: upper / lower
Vocabulary cards
Newslea articles
Word list
7.2 Ask the Experts
Writing Skill Checking your work: audience and purpose
Grammar in Context Participle clauses
• Identify form, audience, and purpose in a formal letter
• Use participle clauses in a formal letter about a problem
7.3 Overcoming Creative Block
Listening Skill Listening and note-taking
Grammar in Context Would rather
Vocabulary Development Opposites
• Listen and take notes on a podcast
• Use would rather to talk about preferences of creative
professions
• Identify and use opposite verbs (Oxford 5000)
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© Copyright Oxford University Press
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Unit Opener
Answers
Student Book page 75
The photo on page 75 shows a man getting his haircut at a
makeshift barber shop in a market in Vietnam. It relates to
the unit theme of Solutions because both men have found
a solution to a problem. The customer needed a haircut
and he found a convenient way to get one, and the barber
needed to earn a living and he found a way to do that.
Photographer
Quinn Ryan Mattingly
Quinn Ryan Mattingly (b. 1979, USA) is a freelance
photographer and videographer based in Vietnam for
more than a decade. Having first moved abroad after a
university graduation, a year in Europe led him to change
continents, first landing in South Korea in 2005. This
would spark his interest in photography. He accepted the
invitation of a friend to visit Vietnam in 2006, immediately
falling in love with the country and the lifestyle. His
personal work focuses on long-term photojournalistic
projects, telling the stories of the less than fortunate
residents of Vietnam and the South East Asia region,
while his professional work is split between editorial and
commercial assignments and commissions for many
various local and international clients such as The New York
Times, The Washington Post, World Health Organization,
The Global Fund, and Samsung, among many others.
Unit Snapshot
1 Direct students’ attention to the first question. Elicit a
definition of placebo (“fake medicine” — a substance
that has no physical effects). Call on volunteers to share
their ideas about what kinds of problems are solved by
placebos. Explain that you’ll be reading an article about
this in Lesson 7.1.
2 Elicit students’ answers to question 2. Tell them that in
Lesson 7.2 they will be reading a letter about the best way
to use money to increase happiness.
3 For question 3, elicit some examples of how living in
another country might affect someone’s creativity or
ability to solve problems. Ask students what kinds of
issues can interfere with creativity or problem solving.
Explain that you’ll be listening to a podcast about
overcoming creative blocks in Lesson 7.3.
Discussion Questions
1 Direct students’ attention to the questions below the
picture. Encourage students to offer their opinions and
stress that there are many ways to answer.
2 Optionally, before asking students to answer the
discussion questions, show the photographer video
where Quinn Ryan Mattingly answers some of the
questions from his perspective. Play it for students as
many times as needed to check comprehension and
discuss any vocabulary items.
Students’ answers will vary. Sample answers include:
1 Modern technologies, such as phones that give us access to
information, and modern medicine, which solves problems
that used to be very serious.
2 Creativity, persistence
3 Yes / No
r Video Script
I made this picture in a market in northern Vietnam. It’s
called the Bac Ha Market and it happens only every Sunday.
In this picture, a man is getting his hair cut in a makeshift
barber stand. I think this guy solved two problems: number
one, his customers need a place to get their hair cut. In this
part of Vietnam, there’s not that many salons or barber shops
or places to get your hair cut, and the second problem he
solved was his own in that he needed a business and a
way to make money and he did this in a very smart way, I
think, because he can move where he wants to, he can be
in a different place or a different market every day, and he
doesn’t have to pay rent, and he can work when he wants
and move around when he needs to.
I think a good problem solver is one that firstly understands
the problem in front of them a little bit, and if they don’t,
they’re going to bring somebody in who better understands
that problem, and can help them more with that. And
secondly, I think you have to think creatively, you have to
think outside the box and kind of look at all different possible
solutions and it may not be the one that’s straight down the
line, or the most obvious solution.
Do I think I’m a good problem solver? Sometimes, yes,
but I’m one that always like to have to bring in somebody
else, I think two brains are better than one and I like to just
get somebody else’s opinion and it will usually solve the
problem in a much quicker way.
I don’t think there’s a solution to every problem. I think there
are certainly some things in this world which are impossible.
I think there are many things which we think are impossible
but, we just haven’t yet found the solution or the way to
tackle that problem. And then there are the everyday
problems which are actually much easier to solve than we
think, we just have to put a little brain power into them.
Unit Opener Exercise
1 Direct students to read the questions. Give them a couple of
minutes to make notes.
2 Have students discuss their answers with a partner.
3 Call on students to share their ideas with the class.
Real-World Goal
By the end of this unit, students will be able to search online for
“life hacks” because they will have learned about and discussed
a variety of ways that people solve everyday problems.
Lesson 7.1
Heal Yourself
Student Book pages 76 – 78
Exercise 1 ACTIVATE
1 First, direct students’ attention to the title of the lesson.
Elicit some ways that people heal themselves.
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2 Ask them to look at the photos and describe what is
happening in each one (medication, yoga, reiki, surgery). Ask
what kinds of health problems people use the different kinds
of healing for and elicit the pros and cons of each one.
2 Call on students for the answers. Ask them to point out
where they found the answers in the text.
3 Answer any questions students have about vocabulary in
the article.
Answers
Answers
Students’ answers will vary. Sample answers include:
1 She’s getting medication. It may be effective, but it also may
have negative side effects.
2 He’s meditating or doing yoga. It may not work curing all
ailments, but it’s healthy.
3 He’s doing reiki. It may not work curing all ailments, but it’s
relaxing.
4 They are performing surgery. It’s sometimes necessary, but it
can be risky.
Exercise 2 VOCABULARY
1 Read the directions and the first sentence aloud. Ask
students to find the best definition of activate from the
items below.
2 Have students work independently to complete the
exercise. Encourage them to use context clues to help
them match the definitions.
3 Call on students to read the completed sentences aloud.
Answers
1 c
2 a
3 b
4 f
5 d
6 h
7 g
8 e
9 i
Oxford 5000 words
activate
assistance
heal
recovery
conventional
innovative
relieve
perception
immune
1 F
2 T
3 F
4 T
5 T
6 T
Reading Skill
Recognizing and understanding metaphors
GO ONLINE
1 Read the title of the Reading Skill aloud. Ask students if
they know what a metaphor is. Elicit their prior knowledge
and any guesses or examples.
2 Have students read the information in the Reading Skill
box. Ask if their predictions were correct.
3 Explain that metaphors are the basis for many common
expressions, such as a blanket of snow or the classroom was
a zoo or you are my sunshine. Sometimes writers extend
metaphors over more than one sentence: It’s time for her to
leave the nest. She needs to spread her wings and fly.
Extra Practice
1 Cut the grid below into strips. Put students in small
groups and give one set to each group. Have the groups
race to match beginnings and endings.
2 When the first group calls out that they are finished,
have them read their resulting metaphors. Ask listening
students to correct or provide alternatives as necessary.
Discuss the meaning of each one and ask students if
they have similar expressions in their languages.
He has a heart
of stone.
Exercise 3 BUILD
Her voice is
music to my ears.
1 Tell students to read through the entire paragraph
quickly before putting in any answers. Have them work
independently to complete the exercise.
2 Call on students for the answers. Say and have the class
repeat the vocabulary words.
School is
a gateway to adulthood.
He is fishing
for compliments.
Books are
the keys to your
imagination.
Answers
All the world is
a stage.
That corporation is
an 800-pound gorilla.
Don’t judge a book
by its cover.
We need to talk about
the elephant in the room.
1 conventional
2 perception
3 relieve
4 heal
Exercise 4 IDENTIFY
5 assistance
6 recovery
7 immune
OXFORD REFERENCE
1 Read the directions and the three answer choices aloud.
Explain that all of the answer choices may be true, but that
only one of them expresses the main idea of the article.
2 Tell students to read the article, focusing on looking for
the main idea. Tell them to mark vocabulary they want to
ask about but to keep reading.
3 When students finish reading, elicit the answer.
Answers
b
Exercise 5 ASSESS
1 Have students work independently to read the statements
and find the answers in the article.
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Answers
Students’ answers will vary. Sample answers include:
He has a heart of stone means he doesn’t care about anyone.
Her voice is music to my ears means I’m very happy to hear her voice.
School is a gateway to adulthood means school prepares you to
be an adult.
He is fishing for compliments means he’s trying to get people to
compliment him, usually by saying negative things about himself.
Books are the keys to your imagination means books help you
access your imagination.
All the world is a stage means that everyone is always performing
and being watched.
That corporation is an 800-pound gorilla means it’s very large and
dominant.
Don’t judge a book by its cover means don’t judge things by first
impressions or the way they look.
We need to talk about the elephant in the room means we need to
talk about the thing everyone is thinking about.
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Exercise 6 IDENTIFY
1 Read the directions. Explain that the writer is using an
extended metaphor. Ask students to read the paragraph
and notice the italicized words.
2 Elicit the answer.
Answers
war / defenses, counterattack, weapons defeat, battle
Exercise 7 INTEGRATE
1 Read the directions and have students work
independently to complete the exercise.
2 Call on students for the answers. Point out that type of
metaphoric language (“illness as invader”) is how we
normally talk about illness.
as defining information about placebos and so wrote a
defining relative clause.
8 For additional information, see the Grammar focus on
page 165.
Extra Practice
1 Write the following sentences on large strips of paper
and give one sentence to each pair or group of three
students:
1.The students who had never taken this class
before were surprised by all the work.
2.The students, who had never taken this class
before, were surprised by all the work.
3.The movie that we went to last night was really
boring.
4.The movie, which was really boring, was
incredibly popular.
Answers
Verbs— counterattack, defeat
Nouns— attack, defenses, weapons, battle
Adjectives— defending, invading
5.The girl, whose computer was stolen last night,
called the police right away.
t Exercise 8 WHAT’S YOUR ANGLE?
Have students discuss the questions with a partner. Call on
volunteers to share examples with the class.
Grammar in Context
6.She just met Charles, who I worked with a few
years ago.
7.A guy who I worked with a few years ago came
into the store today.
8.The store where we used to work closed down
recently.
Defining and non-defining relative clauses
GO ONLINE
1 Read the information in the Grammar in Context box
aloud. Ask students to follow along silently.
2 After you read the section on defining relative clauses,
point out that there is no comma between people and
who. Write two more examples of defining relative clauses
on the board: The people who came to the party were really
nice. The house that we stayed in was huge.
3 After the section on non-defining relative clauses, point
out the comma after which. Write two more examples of
non-defining relative clauses on the board: Thomas, who
I met at the party last night, is really nice. The house, which is
on Main St., cost him a fortune.
4 After the final paragraph, point out that your example, The
house that we stayed in was huge, can also be expressed
The house where we stayed was huge. Write a defining and
non-defining example for whose: The man whose house we
stayed at wasn’t home. Thomas, whose house we stayed at
last summer, is coming to the party.
5 For relative pronoun deletion, contrast your two example
sentences. Cross out “that” in The house that we stayed in
was huge. Point out that you can’t cross out “who” in The
people who came to the party.
6 Explain that non-defining relative clauses always have a
relative pronoun whether it is a subject or an object, as in:
Thomas, whose house we stayed at… and The house, which
is on Main Street, …
7 Draw students’ attention to the final example sentence
in the Grammar in Context box. Explain that sometimes
a writer has a choice between using a defining or nondefining relative clause because both are grammatically
possible. In this final example, the clause could be
rewritten as non-defining: One powerful solution, which is a
safer alternative, … But the writer is using “safer alternative”
9.Have you spoken to the girl whose computer
was stolen last night?
10.SuperMart, where I used to work, closed down
recently.
2 Write Defining and Non-defining on the board as
category heads. Have the students tape their sentences
in the correct column. Elicit how they knew (for example,
because of the commas).
3 Have the students re-collect their sentences. Erase
Defining / Non-defining and write Subject / Object. Ask
students to put their sentences up again, this time
according to whether the relative pronoun is functioning
as a subject or an object.
4 Ask students to identify which sentences the relative
pronoun could be deleted from.
5 Ask students to identify the sentences where a different
relative pronoun could be used. Ask them if you could
replace where with that or no relative pronoun in
sentence 8 (only by adding a preposition—the store
(that) we used to work at).
Answers
Defining: 1, 3, 7, 8, 9
Non-defining: 2, 4, 5, 6, 10
Subject: 1, 2, 4, 5, 9
Object: 3, 6, 7, 8, 10
Relative pronoun deletion possible: 3 & 7
Different relative pronoun possible: 7 (who / that)
Exercise 9 IDENTIFY
1 Read number 1 aloud and elicit the answer. Have students
work independently to complete the exercise.
2 Call on students for the answers.
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Exercise 4 ASSESS
Answers
1 who
2 which
3 that
4 where
5 whose
6 where read
7 when
8 that uses
Exercise 10 EXPAND
1 Read the directions. Ask students to go through the
sentences and mark each one with d for defining or n for
non-defining.
2 Call on students for the answers. Ask them to explain how
they know (for example, because there’s a comma). For
sentence 6, ask them what relative pronoun the writer
could have included (that).
Answers
Defining—1, 3, 5, 7, 8
Non-defining—2, 4, 6
Exercise 11 EXPAND
1 Read the directions. Have students work independently
to choose two approaches and to take notes on how they
will compare and contrast them.
2 Have students share their ideas with a partner.
3 Call on students to share some of their ideas with the class
using the vocabulary words.
1 Have students work independently to identify and
number the parts of the letter.
2 Call on students to share the answers with the class. Ask
them to read the relevant portions of the letter aloud, or
project the letter and ask students to label its parts.
Writing Skill
Checking your work: Audience and purpose
GO ONLINE
1 Read the information in the box aloud and ask students to
read along silently.
2 Elicit the key features of several different kinds of texts, for
example, an essay has an introduction and a conclusion,
a movie or book review has a summary of the plot and a
statement of opinion.
3 Ask students to give examples of writing for different
purposes and audiences, for example, describing an
experience to entertain some friends, writing to request a
recommendation from a boss, and writing to a customer
to explain a company policy.
Extra Practice
Student Book pages 79 – 81
1 Find examples of texts with clearly different features,
purposes, and audiences, for example, a letter asking
for advice, a student essay, an advertisement, a social
media profile, a cover letter for a job seeker, a letter of
complaint, a section from a science textbook, a movie
review, a company policy page from a website. Post the
texts around the room.
2 Divide the class into as many groups as there are texts
on the wall. Have each group go to one of the texts and
spend one or two minutes identifying its purpose, its
intended audience, and its key features. When time is
up, have everyone move to the next text. Continue until
every group has seen every text.
3 When the groups have finished discussing their last
text, call on a representative to share their analysis with
the class.
Exercise 1 ACTIVATE
Exercise 5 INTEGRATE
Ask students to read the list and mark any of the items they
have spent money on in the past. Don’t ask them to share
this information with the class.
Read the directions. Have students work independently to
analyze the letter in Exercise 3.
t Exercise 2 WHAT’S YOUR ANGLE?
• Text type: letter
• Key features: address, salutation / greeting, body, closing
• Purpose: to request help with a financial matter
•Audience: Dr. Santiago, who has written books on using
money wisely
• Expectations: to be given an explanation
t Exercise 12 WHAT’S YOUR ANGLE?
1 Read the directions. Put students in small groups and tell
them to discuss the questions. Ask the groups to appoint
a facilitator who will make sure that everyone speaks and
decide when to move on to the next question.
2 Call on students to share something interesting they
heard in their group discussion.
Lesson 7.2
Ask the Experts
1 Tell students to rank all of the items in Exercise 1 starting
with the one which they would most like to spend
money on.
2 Tell students to compare and discuss their rankings with a
partner.
3 Take a class poll to see how many students ranked each
item as number 1.
Exercise 3 IDENTIFY
1 Ask students to read the letter and then talk with a partner
to identify the topic (what to do with an inheritance).
2 Elicit any vocabulary questions students have about the
letter.
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Answers
Exercise 6 INTERACT
Ask students to discuss their answers from Exercise 5 with a
partner. Elicit any disagreements or issues that came up in
their discussion.
t Exercise 7 WHAT’S YOUR ANGLE?
1 Read the directions. Have students work independently to
answer the questions.
2 Have students compare their answers with a partner.
3 Call on students to share their responses with the class.
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Grammar in Context
Answers
Participle clauses
GO ONLINE
1 Read the information in the Grammar in Context box
aloud and ask students to read along silently.
2 For past participle clauses, point out that the example in
the box Money is usually considered... is a kind of passive
sentence (is considered “by people”).
3 Write two sentences with relative clauses on the board:
The man who is sitting by the window is my friend. The
woman who takes the tickets is my friend. Point out the
first sentence can be restated with a present participle
(The man sitting by the window…), but that the second
sentence can’t without changing to a continuous
meaning (The woman taking the tickets…).
4 Explain that the having + past participle form is quite
formal and is not used much in conversation. Also point
out that the subject of having + past participle must be
the subject of the second clause (“you” in the example
sentence).
5 For additional information, see the Grammar focus on
page 165.
Extra Practice
1 Put students in groups. Write the beginning of a
sentence with a participle clause on the board. For
example:
The people coming out of the movie theater…
Having seen that movie before…
Not having heard the news, …
Surprised by the strange story,…
Knowing quite a bit of English, …
2 Tell the students to work together to write an ending to
the sentence as quickly as possible.
3 Have a representative from each group share the ending
they came up with. Correct as necessary and ask the
class to identify the subject and the verb tense of each
sentence.
Exercise 8 IDENTIFY
1 Read the first sentence and elicit the answer. Have
students work independently to complete the rest of the
sentences.
2 Call on students to read the completed sentences aloud.
Ask them to identify the subject of each participle phrase.
Exercise 10 PREPARE
1 Read the directions. Go over the steps 1-4.
2 Have the class brainstorm problems to write about and
put the ideas on the board. Elicit a possible expert to write
to concerning each problem.
3 Tell students to think about what they will write and to
take some notes, but not to begin writing yet.
Exercise 11 WRITE
Tell students to write a draft of their letter. Remind them to
review their notes and the Writing Skill box.
Exercise 12 IMPROVE
Read the checklist aloud. Ask students to look through their
letters and make corrections as necessary before they check
off the items on the list.
Exercise 13 SHARE
1 Read the directions. Have students sit with a partner
and exchange letters. Tell them to give advice as well as
feedback on the letter.
2 Call on volunteers to share some good advice they got
from a partner.
Lesson 7.3 Overcoming
Creative Block
Student Book pages 82 – 83
Exercise 1 ACTIVATE
1 Read the directions and have students discuss the
pictures with a partner.
2 Call on students for examples of skills that the people
need for their jobs.
Answers
Answers
1 Having received
2 Not having read
3 Known
1 Have you asked the person overseeing the project?
2 Being an expert, Jan was able to explain the problem to us.
3 Working in an office, I like to get outdoors as much as
possible.
4 Not healing right away, he went to a medical specialist.
5 Having considered all the options, I think the first solution is
the best.
4 concerning
5 Finding / Having found
Exercise 9 INTEGRATE
1 Read the first sentence aloud and ask the class how to
restate it with a participle.
2 Have students work independently to rewrite the rest of
the sentences. Ask them to compare their answers with a
partner.
3 Call on students to read the rewritten sentences for
the class.
Students’ answers will vary. Sample answers include:
1 They’re working on a project together. This requires good
interpersonal skills.
2 They are conducting an interview. This requires good
speaking / verbal skills.
3 She’s making a dress. This requires sewing skills and visual /
artistic skills.
4 They’re playing music. This requires musical skills.
Exercise 2 INTERACT
1 Read the directions Elicit a possible challenge the people
in the first picture might face (for example, they might
have a colleague who doesn’t do their part of the work).
Then elicit a solution (for example, they could confront
the colleague about the issue and explain what they
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expect). Have students work with a partner to make a list
of challenges and solutions.
2 Call on students to share their ideas with the class.
Kristin
e Exercise 3 IDENTIFY
Play the audio and ask students what the topic is
(overcoming creative blocks).
Audio Script
e CD 2, Track 17
Welcome to It’s an Idea, a weekly podcast about all things
creative, which is usually recorded in our office away
from home—a nearby coffee shop. This week our topic
is overcoming creative blocks. I’m Linda Hernandez, and
I’ve got Kristin Lee as my special partner in the arts.
You’ve probably experienced this at least once. Whether
you’re a designer, artist, writer, or musician, you know the
feeling—you need to get to work, and you can’t come
up with a single good idea. You’re stuck. That’s a creative
block. So, let’s get right to it and discuss tips or strategies
that may help.
Kristin, one thing I do when I get stuck is step away
from the work. If I move on to something else and come
back to the first project later, I’ll often see something
differently. I’d much rather leave the project for a while
than stay with it and get upset with myself.
Linda, that is so smart. And you know what? Not only is
it a good idea to change your surroundings, but if you
decide to actually go for a walk, your chances of moving
past that creative block improve greatly. A Stanford
University study showed that walking boosts creativity
by 60 percent. And it doesn’t matter if you walk indoors
or outside—it’s not the environment that does the trick,
it’s the movement itself.
That’s true. When I walk, I do seem to think of new ideas.
And it gives me energy. But research also shows that
surroundings can make a difference. Travel can make
you more creative. A study I read showed that students
who lived abroad were 20 percent more likely to solve a
particular problem than students who had never lived
outside their native country. Isn’t that interesting? In fact,
just thinking about a problem that’s farther away from
you, say, in Greece rather than the United States, can help
you think of more new ideas.
That’s amazing. So, if you ask me to solve a problem in
Nairobi, I might be more creative than if you say the
problem affects my hometown of Chicago?
Yes, that’s what the research suggests. Imagine if you
traveled to Singapore—how would that affect your
creativity?
Alright, to deal with creative block, we’ve suggested
walking and changing your surroundings, including
travel. What other ideas work?
And don’t forget that just putting the project aside can
help. But I want to go back to the suggestion about
changing your surroundings. Sometimes I go to a coffee
shop like this one because I work better and the ideas
seem to flow.
Really? I can do a podcast from a public place, but I don’t
think I could write an essay in one. There are too many
distractions.
Some creative people, like the writers Franz Kafka,
Charles Darwin, and Anton Chekhov, have to block
out all that extra information coming in through the
senses—the sights and sounds of other people. But
others, like me, are able to sort of pull that information
in and use it in their work. Recent research shows that
people screen or tune out this information in different
ways. I think you have to decide for yourself if you
should work alone or with others in order to overcome a
creative block.
Linda
Kristin
Linda
Kristin
Linda
Kristin
Linda
Kristin
Linda
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Linda
Kristin
Linda
I have a few ideas I try that we haven’t mentioned yet.
First, I go back to the drawing board, my original idea
and plan. What am I trying to do? Then I look at the
work of others. They might be people doing exactly the
same thing I do, like designers, but I also get ideas from
creative people working in different fields, like musicians
and visual artists and writers. And a couple of other
thoughts—sometimes I try to imagine how someone
else might see this problem or address this issue. For
example, I might think: How would Shakespeare or Isabel
Allende or even my mother write this scene? That helps
me see it differently.
Those are great ideas. Also, if I make my writing, my
creative activity, a daily habit, I tend to write more and be
more creative. Habit or routine helps. The results aren’t
always perfect, but I get the words down on paper. Also, I
try to think of a creative block as a way to grow. Thinking
about it in a positive way helps me. The most important
part of the process is the product. I’d rather not make
something that’s only adequate if I can make something
extraordinary.
I agree.
Kristin, this has been great. Thanks so much for joining
me in this conversation today.
Listening Skill
Listening and note-taking
GO ONLINE
1 Direct students to read the information in the Listening
Skill box.
2 Elicit examples of words they might want to leave out of
notes (did, be, a, an, the).
3 Elicit other symbols they might use in notes besides
arrows (stars, question marks, happy / sad faces).
Extra Practice
1 Find two easy nonfiction listening texts online for
practice listening. You can find this kind of material by
searching for podcasts for English learners or news for
English learners.
2 Divide the class in half and have each half listen to one of
the texts. If your students have phones or other devices,
you can do this by assigning the URLs and having them
use their headphones. If that isn’t possible, you can send
half of the students out of the room while the other half
is listening.
2 Within their groups, have them work together in pairs
to create a “perfect” set of notes (well-organized, all
important information included, no unnecessary
words).
3 Have the pairs meet with another pair from the other
group and compare notes. Tell them to read and
evaluate each other’s notes for clarity and completeness.
Ask them to think about how much they can understand
about the text they didn’t listen to.
4 Call on students to share what they learned about the
other text from their partners’ notes.
e Exercise 4 ASSESS
1 Direct students to read over the notes outline in
preparation for listening.
2 Play the audio and have students complete the notes.
3 Tell them to compare notes with a partner and make
revisions.
4 Elicit and discuss any disagreements about content or
about which words to include in the notes.
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Exercise 6 IDENTIFY
Answers
Possible answers:
Topic: Creative block
A creative block is when you can’t come up with an idea
Strategies
1 Step away from proj.
2 Walking ↑ creat. 60%
3 New surroundings
a. Travel more creat., live abroad = ↑ 20% prob. solving
b. Info from senses (sights / sounds) some have to block,
others like
4 Go back to orig. idea
5 Look at work of others
6 Make creat. act. daily habit
7 Think about it in + way
e CD 2, Track 17
Exercise 5 EXPAND
1 Have students work independently to read and answer
the questions using their notes.
2 Tell students to compare their answers with a partner.
3 Call on students to share answers with the class.
Answers
1 Walking increases creativity by 60 percent
2 Yes
3 it increases your creativity / problem solving by 20 percent
4 They have to block out information coming in through
the senses.
5 imagine how someone else might see it
Grammar in Context
would rather
Answers
1 ’d rather do
2 ’d rather not work
3 ’d rather pay
1 Read the information in the Grammar in Context box
aloud and ask students to read along silently.
2 After reading each example from the box, elicit an
additional example or two from the class. On the board,
write I’d rather
than
. Ask several
students to complete it. Point out that they need to use
an infinitive without to in both blanks.
3 Do the same with I’d rather not
if I don’t have to
and Would you rather
or
?
4 For additional information, see the Grammar focus on
page 165.
1 Put students in small groups. Have them work together to
create a “terrible choices” survey. The survey should include
five or six would rather questions about things no one
wants to do, for example: Would you rather go to the dentist
or the doctor? Would you rather take a test or write a paper?
Tell all of the group members to write the questions.
Encourage them to be creative and even a little silly.
2 Have students walk around asking several people their
survey questions and keeping track of the answers.
3 Tell them to return to their groups and combine the
information. Ask them to report back to the class using
would rather … than. (For example, “Most people would
rather see the doctor than the dentist.”)
t Exercise 7 WHAT’S YOUR ANGLE?
1 Read the directions. Have students work independently to
complete and answer the questions.
2 Tell students to ask and answer the questions with a
partner.
Answers
1 Would you rather work
2 Would you rather study
3 Would you rather walk
4 Would you rather push
Vocabulary Development
Opposites
GO ONLINE
1 Direct students to read the information in the Vocabulary
Development box.
2 Write several more verbs on the board and elicit their
opposites: ask (answer), grow (shrink), create (destroy).
1 Make a set of cards with verbs that have clear opposites.
Give one set to each group:
open
lose
put on
give
arrive
import
exit
rise
strengthen
speed up
2 Tell the groups to put the cards face down. Student 1
draws a card and makes a statement using the verb from
the card. Student 2 identifies the verb and then makes a
statement using the opposite verb. Student 2 then draws
a card and makes a statement with the new verb. They
continue around the group.
Answers
open / close; lose / win; put on / take off; give / take; arrive /
leave; import / export; exit / enter (or come in); rise / fall;
strengthen / weaken; speed up / slow down
Exercise 8 IDENTIFY
1 Have students work independently to complete the
exercise.
2 Call on students for the answers. Explain any confusion
that may still persist over the meanings of the verbs,
especially between borrow and lend: If you borrow
something, you are receiving it from someone else. If you
lend something, you are giving it to someone else.
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4 ’d rather not sit
5 ’d rather not stay
6 Would, rather not meet
Extra Practice
GO ONLINE
Extra Practice
1 Read the first sentence and elicit the answer from the
class. Have students repeat the sentence using the
contracted form we’d rather.
2 Have students work independently to complete the rest
of the sentences.
3 Call on students to read the completed sentences aloud.
Tell them to use the contracted form.
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2 Have students compare their answers with a partner.
Call on students for the answers. Clarify any confusion or
replay relevant parts of the video.
Answers
1 borrow
2 learn
3 stay
4 lent
5 increase
Answers
Oxford 5000 words
borrow
lend
teach
learn
stay
leave
increase
decrease
Exercise 9 INTEGRATE
1 Direct students to look at their notes and identify four
contrasting ideas from the podcast.
2 Call on students to share their answers with the class.
Answers
1 leaving the project for a while versus staying with it and
getting upset
2 walking indoors or outside
3 students who lived abroad were 20 percent more likely to
solve a particular problem than students who had never lived
outside their native country
4 if you ask me to solve a problem in Nairobi, I might be more
creative than if you say the problem affects my hometown of
Chicago
t Exercise 10 WHAT’S YOUR ANGLE?
1 Read the directions. Put students in pairs or small groups
and tell them to discuss the careers in Exercise 1.
2 Call on students to share their preferences with the class.
Lesson 7.4
Spring Break
Student Book pages 84 – 85
1 Direct students’ attention to the title. If there is a spring
break at your school, ask students how they usually spend
that time.
2 Read the directions. Elicit answers from the class. Ask
students to explain which statement they find most
persuasive and why.
Exercise 2 IDENTIFY
Direct students’ attention to the video stills. Ask them to
discuss the questions with a partner.
Answers
Students’ answers will vary. Sample answers include:
Picture 1
Max may have tried to fix something he broke, but the situation
has not been resolved. Max might feel bad that he wasn’t able to
fix the problem and Andy might be annoyed.
Picture 2
Andy and Max are at the train station and are going on a trip
together. They look confused and maybe even frustrated.
1 Ask students to read the statements in preparation for
watching. Replay the video and tell them to mark the
sentences as true or false.
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r English For Real Video Unit 7
r Exercise 4 IDENTIFY
Elicit students’ answers to the questions. See if they can
respond without replaying the video at this stage. If
necessary, replay it. Ask whether they agree with Andy or
Max about the plumbing and the trip.
Answers
1 Andy persuades Max to call Stavros to fix the leak in the
bathroom.
2 Max persuades Andy to go to Chicago instead of New York.
3 Andy expresses disagreement to Max. Max gives Andy a
counterargument on Chicago being fun.
r English For Real Video Unit 7
Real-World English
Persuading
Read the examples in the Real-World English box aloud,
modeling the intonation. Make several statements that
students may disagree with and have them respond with
the language in the box.
For example,
They should really stop serving coffee in the cafeteria.
I think it should be illegal to own a pet.
Make cards with idea statements on them. Group students
and distribute one set to each group. Tell the students
to put the cards face down. Student 1 draws a card and
reads the statement. The rest of the students take turns
responding, each using a different expression from the box
and elaborating on it with their own idea. After everyone
has responded, Student 2 draws the next card. Circulate
and provide feedback on students’ use of the language for
disagreement and persuasion.
Statements:
I don’t think teachers should give tests.
We should all go to Hawaii this weekend.
I think tourists should be allowed to vote.
Adult students should wear uniforms to school.
The government should give everyone a
free phone.
All teenagers should be given a car on their 16th
birthday.
Social media sites should be shut down one
day a week.
r Exercise 3 ASSESS
Wide Angle Teacher’s Guide
4 F
5 F
Extra Practice
Exercise 1 ACTIVATE
92
1 T
2 F
3 T
They shouldn’t sell any unhealthy food in the
cafeteria.
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Real-World English Strategies
What is considered effective persuasion differs from
culture to culture. While in some cultures, appealing to
the collective good may work well, in other cultures,
persuasion that focuses on individual benefits may be a
better strategy. One fruitful area to explore the differences
in persuasion strategies between cultures is advertising.
1. Ask your students to imagine that they have created a
new, attractive product (e.g., calorie-free ice cream that
tastes just like real ice cream, or a phone screen that
does not shatter to pieces when the phone is dropped).
How would they advertise this product in their own
country? And how would they advertise it in the U.S.?
2. Tell the students to stand up and circulate around the
room trying to “sell” their product to their classmates.
Which strategies worked? Which didn’t?
3. Then, after the students have completed Exercise 8 in
which they persuade someone to their point of view,
explore the similarities and differences between selling
a product and persuading a friend or a family member.
For example, when selling a product, do we first express
disagreement? Do we give a counterargument or make
an alternative proposal? And when persuading a friend
or a family member, do we present the advantages in
the same way as when we try to sell a product?
Max
No way! But... I did the booking online!
AndyWell, you must’ve clicked something wrong because
the 448 goes to Chicago. It looks like there’s another
train to New York at 8:15. I’ll go see if we can change
our tickets.
MaxHmm, I don’t know… I actually think Chicago could
be quite fun. Come on, Andy, it’s meant to be!
Andy
What about our reservations in New York?
Max
I’ll just make new ones in Chicago!
AndyI do like Chicago… And it’ll be a great adventure.
Let’s go!
Exercise 6 EXPAND
1 Have students discuss the questions with a partner.
2 Call on students to share their ideas with the class.
Answers
Andy was easier to persuade. He wanted to go on a trip
somewhere, but he didn’t insist on a particular destination.
Exercise 7 APPLY
1 Read A’s first two sentences of the conversation aloud
and elicit several possible completions to B’s response, for
example: Really? I’m not so sure. I think you should...
2 Have students work independently to complete the
conversation.
3 Ask them to practice the conversation with a partner. If
time allows, have them swap roles and practice it again.
r Exercise 5 ANALYZE
Exercise 8 INTEGRATE
1 Replay the video. Ask students to note the language that
Andy and Max use for each function.
2 Call on students for the answers.
1 Have students read through the scenarios with a partner
and decide which one they will role-play. Ask for a show
of hands to see who is doing each topic to make sure you
have a variety.
2 Tell the pairs to decide which role they will play and what
arguments and language the “persuader” will use.
Answers
1 Don’t you think you should call Stavros?
2 And, if we don’t solve this problem soon, we’ll miss the train.
3 Hmm, I don’t know… I actually think Chicago could be fun.
4 Think of the adventure we’ll have—that will be a great story
to tell.
Video Script
Have the partners plan and practice a role play on their
chosen scenario.
Exercise 10 SHARE
r English For Real Video Unit 7
Scene 1
Andy
Spring break! I am SO ready! Max, are you packed?
MaxAbsolutely. Finished hours ago. I figure I have enough
time to fix the leak.
AndyI really don’t think that’s a good idea. Time is actually
tight and something might go wrong. Why don’t you
call Stavros?
Max
Just give me a minute. … Oh no!
Andy
What happened?
MaxAmerican plumbing is NOT the same as British
plumbing. No worries though. Just a couple more
turns will do it.
AndyDude, give it up. We don’t have time for this. Most
people, at least most sane people, would just call the
super.
MaxYou may have a point, mate. … Hello, Stavros? This is
Max in 8A. Erm, the shower is still leaking. Could you
come right up? Thanks.
Scene 2
Exercise 9 BUILD
Andy
Max... uh... are we on the 3:30 train to New York?
MaxYep, that’s us. 448. We have plenty of time.
AnnouncerTrain 448 to Chicago will be boarding at track 4.
Andy
What? Chicago? I think there’s been a mistake.
What? Isn’t that our train?
Max
AndyNo! We’re supposed to be going to New York! Not
CHICAGO!
1 Have the pairs role-play for the class. Or, if you have large
class, put the pairs in groups of four to six for this step. Ask
the listening students to explain what they found most
persuasive and why.
2 Remind students to go online to create their own version
of the video.
Lesson 7.5 Hack Your Life
Student Book page 86
Exercise 1 ACTIVATE
Have students briefly discuss with a partner what they think
“hack” means. Call on students for the answer. (Hack as verb
usually means to break into or change a computer system
without permission. In its informal use as a noun, a hack is a
way of changing software to make it more efficient or better.
This led to the expression a life hack, meaning something
you do to make your life more efficient or better. The title is a
play on this expression.)
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e Exercise 2 IDENTIFY
Speaking
Read the directions. Play the audio and elicit answers from
the class.
Evaluating and Synthesizing
Answers
1 Ask students to read the information in the Speaking box.
2 Check comprehension: Make several of the statements
from the chart and ask students to identify whether they
are agreeing, disagreeing, conceding, or synthesizing.
3 Say and have students repeat the example phrases in the
Speaking box, modeling appropriate intonation.
a binder clip; useful to repair a keyboard, close food bags, display
photos, as a cell phone holder
Audio Script
e CD 2, Track 18
Jen
OK, Carey and Pete, let’s share ideas. The assignment
was / to come up with solutions to everyday problems, /
or hacks, / using this— / an ordinary binder clip.
I thought it was such an insignificant item with just one
function, but I was wrong.
Yeah, Jen. With a little imagination and innovation, / we
can use it to solve / a lot of the frustrating problems /
that we deal with every day. And we’ve got better things
to do, right?
Exactly. You just have to think outside the box. So, other
than use this binder clip to keep our papers in order, we
can use it for—well, … loads of things. So, here’s my idea
or binder clip “hack.” I’m sure we’ve all faced this problem
at one time or other—the wobbly keyboard! We’re all
online a lot, and our keyboards get a lot of use and
abuse. They’re tough, but eventually one or both of the
legs that hold it up at an angle will break.
Yeah.
Uh-huh.
BUT! You can use these little guys—binder clips—instead.
Just turn over your keyboard and clip them on. It couldn’t
be simpler!
That’s a neat trick, but is it stable? I mean, it would be
difficult to type if it was moving around.
I thought of that, too, but I tried it, and it actually worked.
That’s great. I’ll definitely try that if my keyboard breaks.
Pete, what was your binder clip hack?
Well, I’ve discovered how to solve a problem in the
kitchen. Have you ever opened the freezer section of
your fridge to find that the bag of frozen peas has spilled
everywhere?
Yeah, Pete. That’s the worst!
Well, your days of picking up runaway peas are over!
Just use a binder clip to attach the bag to the shelf in the
freezer—and there you have it—no more mess!
That’s an interesting idea, but I’m not sure whether it
would work. I mean, what happens when you try to
unclip the bag of peas? I’d probably end up spilling them
anyway.
That’s a good point. Maybe I should just use it to keep
the bag closed. What about using the clips as a photo
display? Would that work?
That totally works. Jen, what did you come up with?
Well, I used to spend hours every week looking for my
cell phone.
Mmm.
But then I found the perfect solution online. You might
not believe me, but you can actually make a cell phone
holder with binder clips. You put two binder clips
together in such a way that your phone can rest on them.
Go ahead and try it—you’ll see it works!
Wait! What if we combine my photo display idea with
Jen’s cell phone holder?
What do you mean?
We could use the binder clips to hold the phone in place
and watch videos.
Or for GPS in the car! What other ideas can we come up
with together?
Pete
Carey
Jen
Pete
Carey
Pete
Carey
Jen
Pete
Carey
Pete
Jen
Pete
Carey
Jen
Carey
Jen
Pete
Jen
Pete
Carey
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GO ONLINE
Extra Practice
1 Tell students to imagine that the class has received a
large donation that needs to be spent during this school
year. Tell them write down one idea for what to do with
the money.
2 Write agree on the board. Tell the students to walk
around the room sharing their ideas and agreeing with
each other using the expressions from the Speaking box.
3 After everyone has spoken to two or three people, erase
agree and write disagree. Tell them to continue sharing
their ideas, but this time to disagree with each other
using language from the box. Repeat this process with
concede and then have students return to their seats.
4 Tell students to try to combine two or more of the ideas
they heard and / or their own idea and to come up with
a synthesis statement. Call on several volunteers to share
these statements.
e Exercise 3 IDENTIFY
1 Direct students to read the sentence frames in preparation
for listening. Replay the audio and ask them to complete
the frames.
2 Call on students to read the completed sentences aloud.
Answers
1 but; would be difficult
2 thought that too
3 an interesting idea; not sure whether; would
4 what happens when
5 if we combine
e CD 2, Track 18
Exercise 4 APPLY
1 Read the directions and the elicit the answer to the first
item. Have students work independently to complete the
exercise.
2 Call on students for the answers.
Answers
1 C
2 A
3 C
4 D
5 S
e Pronunciation Skill
Focus words in chunks
GO ONLINE
1 Read the information in the Pronunciation Skill box aloud
and ask students to read along silently. Play the audio for
the sample sentence.
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2 Ask students to look at the sample sentence and identify
the kinds of words that are usually “focus words” (nouns,
verbs, adverbs, or adjectives). Ask them what kind of
words are probably not usually focus words (articles,
auxiliaries, and prepositions).
e CD 2, Track 19
Extra Practice
1 Put students in pairs. Have the partners work together
to “chunk” the first paragraph in the Speaking box by
putting slashes where they think the pauses go.
2 Have each pair meet with another pair and compare their
versions. Tell them to take turns reading their versions
aloud, and if there are differences, to determine which
one sounds better. Tell them to underline the word at the
end of the chunk so they remember to stress it.
3 If possible, project the paragraph and have the class tell
you where to put the slashes.
4 Read and have students repeat the paragraph, pausing
at the end of each chunk.
Answer
Students’ answers may vary. Sample answers include:
When you evaluate ideas, / you weigh strengths and
weaknesses./ You will often use expressions of agreement, /
disagreement, / and conceding / (when you agree with part
of the idea / but disagree with the rest). / When you synthesize
ideas, / you put them together.
More to Say…
Focus: Students practice focus words in chunks
Grouping Strategy: Groups of 3-4 students
Activity Time: 20 minutes
Ready,
1 Prepare a list of 7-10 long sentences that contain
multiple thought groups. Mark the thought groups on
an “answer key.”
2 Prepare enough colored board markers (or chalk) so
that each group can have a different color.
Set…
1 Write the sentences on the board. Leave plenty of space
between each sentence. Cover them up to start, if
possible. Alternately, project the sentences on the board.
2 Put the students into groups.
3 Give each group a different marker or piece of chalk.
4 Explain that you are going to show them some long
sentences. They will race each other to mark the chunks.
Go!
1 Have the students stand in lines in their groups in front
of the board.
2 Reveal the sentences. Read them out loud once,
chunking appropriately. Remind students to listen for
the focus word in the chunk.
3 Say “go” and have the first student from each group
race to the board and mark in one slash. They can mark
in any of the sentences; they don’t need to start at the
beginning, but they should only make one slash mark
on one sentence.
4 Have the student come back and hand the marker off
to the next student in their group’s line.
5 Continue until all of the slashes have been added.
6 Have the students return to their seats. Read through
the sentences and check the chunks. Count the correct
slashes by color. Give one point for each correct
slash. The winning team is the group with the most
appropriately placed slashes.
Keep Going!
1 Put students back into their teams.
2 Have them work together to identify the focus word in
each chunk.
3 Elicit the answers from the students and mark the focus
on the sentences.
4 Chorally read the sentences aloud.
e Exercise 5 IDENTIFY
1 Read the directions. Play the audio and ask students to
identify the version that is easier to understand (second).
Ask them to indicate the end of each chunk with a /.
2 Have the class repeat the sentence with appropriate
chunking.
e CD 2, Track 20
e Exercise 6 INTEGRATE
1 Direct students to mark the sentence where they think the
pauses will be.
2 Play the audio and instruct students to make adjustments
as necessary.
3 Have the class repeat the sentence with appropriate
chunking.
Answers
The assignment / was to come up with / solutions to everyday
problems, / or hacks, / using this— / an ordinary binder clip.
e CD 2, Track 21
Exercise 7 PREPARE
1 Have the class brainstorm ways to use each of the items to
solve everyday problems.
2 Tell students to choose an item and prepare to discuss
two or three ways they could use it. Remind them to
review the language in the Speaking box.
Exercise 8 INTEGRATE
1 Have students practice their explanations with a partner.
2 Seat the students in groups of 4 or 5 that do not include
their original partner. Have them take turns sharing and
responding to each other’s ideas.
3 Call on students to share any disagreements, concessions,
or examples of synthesis from their discussion.
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GO ONLINE Encourage students to go online to listen to
the podcast and add their comments to the discussion
board.
Unit 7 Review
Student Book page 153
Zoom In
Vocabulary
Exercise 7
Exercise 1
Answers
1 perception 3 assistance
5 innovative
2 immune
4 conventional 6 heal
7 recovery
Exercise 2
Answers
1 lend
2 increase
3 stay
4 learned
5 decrease
GO ONLINE Encourage students to go online to play the
vocabulary game.
Grammar
Exercise 3
Exercise 8
Tell students to think about how they did on each of the
tasks in Exercise 7 and to complete the sentences. Circulate
and make a note of which skills students feel they need to
improve. Remind students that they can review the online
activities for any skills they need more practice with.
Answers
1 where
2 who
1 Have the class brainstorm some innovative products. Tell
students to choose one idea to talk about and give them
a minute to think about it. Put students in small groups to
talk about their chosen products. Call on a representative
from each group to tell one interesting thing they heard
from the group.
2 Have students work independently to write their letters.
Collect and correct their work or put students in small
groups to provide each other feedback. Tell them to point
out something they like about each other’s letters.
3 Have students do an image search for a problem or issue.
Ask them not to choose an image that will be upsetting to
other students. Tell them to print out the picture or save
it on their phone. Have them sit in small groups to share
and talk about the issue and how it might be solved.
3 that
4 that
Each of the pronouns could be omitted.
Exercise 4
Answers
1 Not realizing the time, we missed the last train home.
2 Do you recognize the woman presenting the prizes?
3 Seeing the opportunity, Marcus started his own business.
4 Not hearing the bell, we carried on with what we were doing.
5 I didn’t read the article describing placebo effects.
Exercise 5
Answers
Possible answers:
1 I’d rather watch a movie than play video games.
2 I’d rather go skiing than have a beach vacation.
3 I’d rather eat chocolate than cheese.
4 I’d rather play soccer than baseball.
GO ONLINE Encourage students to go online for further
grammar reference and information and to play the
grammar game.
Discussion Point
Exercise 6
Read the quote aloud. Ask students how one could make
a problem “interesting” (for example, by persuading others
that it is important). Ask what he means by a “constructive”
solution (a helpful solution). Ask if they agree with the quote.
Answers
Students’ answers may vary. Sample answers include:
It sounds like a good idea but it may not always be very easy
to do.
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© Copyright Oxford University Press
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Wide Angle Teacher’s Guide
Unit Overview
Unit 8 Words
8.4 It’s Not the End of the World
Introduction to the unit
The title of this unit – Words – summarizes the main
theme: language and words.
In Lesson 8.1, students read an article about neologisms
and their importance in the English language. In
Lesson 8.2, they read an article about the power of words.
They then write an essay about a quotation of their own
choosing. In Lesson 8.3, students listen to a podcast
about what makes a good speech. In Lesson 8.4, teachers
use the Real-World English Strategies to help students
practice sharing news about themselves. Lesson 8.5
summarizes what students have learned about the theme
of words. They listen to a story about a misunderstanding
and then use the narrative tenses to tell a story about a
misunderstanding that they have experienced.
Lessons
8.1 More than Words
Reading Skill Recognizing and understanding idioms
Grammar in Context Reporting verbs
• Identify and discuss neologisms
• Define and use new vocabulary from an article
• Recognize and understand idioms in an article
• Use reporting verbs
Real-World English Sharing news about yourself
• Share news about yourself
• Respond to other people’s news
8.5 Just a Misunderstanding
Speaking Telling a story
• Identify narrative tenses, reported speech, and descriptive
language in a story
• Use narrative tenses, reported speech, and descriptive
language to tell a story
Resources
Class Audio CD 2, Tracks 22–28
Workbook Unit 8, pages 50–56
Oxford Readers Correlations
Gandhi (9780194657211)
Teacher's Resource Center
Assessments: Unit test
English For Real video
Grammar focus
Grammar Worksheets
Oxford Reference Worksheets: upper / lower
Vocabulary cards
Newslea articles
Word list
8.2 Mark My Words…
Writing Skill Using reported speech
Grammar in Context Reported questions
• Identify reported speech in a blog post
• Use reported questions
• Write a blog post including reported speech and
quotations
8.3 Stand and Deliver
Listening Skill Recognizing paraphrase
Pronunciation Spoken punctuation
Vocabulary Development Discussing a quotation or
paraphrase
Grammar in Context Reported speech
• Listen for paraphrasing in an interview
• Make statements with effective use of pauses
• Identify and use reporting verbs (Oxford 5000)
• Use reported speech to talk about what someone said
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Unit Opener
Student Book page 87
The photo on page 87 shows two men having a
conversation in a car. It connects to the unit theme of words
because students may discuss what the men are talking
about and what kind of language they are using.
Photographer
Krisanne Johnson
Krisanne Johnson (b. 1976) grew up in Xenia, Ohio. She
graduated with a degree in journalism from the University
of Colorado and pursued postgraduate work in visual
communications at Ohio University. She is currently based
in Brooklyn, NY. Since 2006, Krisanne has been working
on long-term personal projects about young women and
HIV / AIDS in Swaziland and post-apartheid youth culture.
Krisanne’s work has been exhibited internationally and has
appeared in various magazines and newspapers, including
The New Yorker, TIME, The New York Times, Fader, The Wall
Street Journal, US News & World Report, L’Espresso, Vanity
Fair (Italy), D la Repubblica, Courrier International, CNN,
and HUCK.
Conversations create connections with one another because
we’re essentially telling each other the stories of our lives.
The same way that I try to use photographs to tell stories,
when we sit down with good friends we are also having
conversation and telling more stories to one another and
right there that creates a connection.
Unit Opener Exercise
1 Direct students to discuss the questions with a partner.
2 Have the partners compare answers with another pair.
3 Share the answers. Take a hand vote to see how many
people got each question right.
Answers
1 English
3 Suriname
2 > 170,000
4 45 letters
Bonus: The word is
"pneumonoultramicroscopicsilicovolcanoconiosis"; 3 sets of double
letters in a row, 5 vowels in a row, all five vowels in order
Real-World Goal
By the end of this unit, students will be able to find new
words added to the Oxford English Dictionary because they
will have learned about neologisms and idioms.
Unit Snapshot
1 Direct students’ attention to the first question. Explain
that neo means new and logy refers to speech. Have them
guess what the word means (a new word or expression).
Explain that they’ll be reading about neologisms in
Lesson 1.
2 For question 2, ask students who Malala is (Malala
Yousafzai, Pakistani advocate for women’s education and
the youngest Nobel prize winner). Elicit what they know
about her views on education.
3 For question 3, elicit students’ opinions and guesses. Tell
them that they will be learning about this in Lesson 8.3.
Discussion Questions
1 Direct students’ attention to the questions below the
picture. Encourage students to offer their opinions and
stress that there are many ways to answer.
2 Optionally, before asking students to answer the
discussion questions, show the photographer video
where Krisanne Johnson answers some of the questions
from her perspective. Play it for students as many times
as needed to check comprehension and discuss any
vocabulary items.
r Video Script
This is a photograph of two young men hanging out in their
car having a nice conversation in the small town of Boley,
Oklahoma. It was part of a fashion shoot where we traveled
around Oklahoma and then decided to stop in this small
town. I think in this town there’s one cafe and a few small
shops. So most people often congregate around their cars to
listen to music and to just have some good conversation.
I think words and actions are both equally important in a
friendship. For example, you can call a friend when they’re
having a bad day and you can also go and visit a friend when
they need you the most.
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Lesson 8.1 More than Words
Student Book pages 88 – 90
Exercise 1 ACTIVATE
1 Direct students’ attention to the title of the lesson, and the
large words in the boxes. Ask them what they think the
lesson will be about.
2 Read the directions. Tell students to discuss what the
words might mean with a partner. Direct them not to look
the words up.
Answers
Figital describes people who excessively check their devices; it is
derived from fidgety + digital. Fidgety refers to being unable to
stay still or quiet, usually as a result of being bored or nervous.
Hangry means hungry + angry.
A staycation is a vacation that you take without leaving home or
without leaving your city; it is derived from stay + vacation.
Exercise 2 INTERACT
Have each pair meet with another pair. Call on students to
share their best definitions with the class.
Exercise 3 VOCABULARY
1 Read the directions and pronounce the word neologisms
for the students.
2 Have students work independently to complete the
exercise. Tell them to use clues in the words, not to look
up the meanings.
3 Call on students for the answers.
Answers
1 chillax
2 selfie
3 crowdsource
4 datahead
5 binge-watch
6 brunch
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Exercise 4 BUILD
1 Read number 1 and elicit the answer. Ask students
to explain how they can crowdsource this kind of
information (for example, by posting a question on social
media).
2 Have students work independently to complete the
exercise. Call on students for the answers.
Answers
1 crowdsource
2 binge-watch
3 chillax
4 datahead
5 selfie
6 brunch
Exercise 5 IDENTIFY
OXFORD REFERENCE
Direct students to scan the text on the next page for the
neologisms and check their answers. Then ask them to read
the complete text.
Exercise 6 INTEGRATE
1 Ask students to find assentatour in the text and identify
the correct information about it. Have them work
independently to complete the exercise.
2 Call on students for the answers. Ask them to identify
where they found the information in the text.
Answers
1 f
2 b
3 c
4 e
5 d
6 h
7 g
8 a
2 When the first group calls out that they are finished,
have them read their resulting idioms. Ask the listening
students to correct any errors as necessary. Discuss
the meaning of each one and ask students if they have
similar expressions in their languages.
Every cloud
has a silver lining.
He got a taste
of his own medicine.
We need to go back
to the drawing board.
It’s not
rocket science.
We should give her
the benefit of the doubt.
It’s time to hit
the sack.
You need to pull
yourself together.
To make a long story
short…
Exercise 8 IDENTIFY
1 Read the directions. Tell students to underline the idioms
in the text.
2 Ask them to discuss their ideas about the idioms with a
partner. Call on students to share their ideas with the class.
Answers
Winds of change are forces that bring change.
When something is a piece of cake, it is very easy.
To take something for granted is to not appreciate it enough or to
assume it is true / normal.
t Exercise 9 WHAT’S YOUR ANGLE?
Exercise 7 ASSESS
1 Read the directions and ask students to discuss their ideas
with a partner but not to look up the information.
2 Call on students to share their guesses with the class.
Answers
The word karaoke is borrowed from Japanese.
The verb microwave is a conversion from the noun.
The word sitcom combines situation comedy.
The word scuba is an acronym for “self-contained underwater
breathing apparatus.”
1 Give students time to read the questions and note their
answers.
2 Put students in groups of three or four and have them
share and discuss their answers.
3 Call on a representative from each group to share some of
their ideas with the class.
Grammar in Context
Reporting verbs
GO ONLINE
Reading Skill
Recognizing and understanding idioms
GO ONLINE
1 Direct students to read the information in the Reading
Skill box.
2 Elicit a definition of idiom based on what they have read
and understood. Encourage them to use their own words
to define it. Elicit some other examples of idioms that
students are familiar with.
3 Lead a brief discussion about whether or not they think
idioms can be challenging for language learners and why.
Explain that idioms may be based on cultural contexts
that can be difficult for people from other cultures to
relate to and understand without more explanation.
Extra Practice
1 Cut the grid below into strips. Put students in small
groups and give one set to each group. Have the groups
race to match beginnings and endings.
1 Read the information in the Grammar in Context box and
ask students to read along silently.
2 Check comprehension by eliciting additional example
sentences as you go through the items in the box. Ask
questions to help students come up with a sample
sentence for each section. For example:
What do you refuse to do?
What do your teachers advise you to do?
What has one of your friends suggested doing lately?
What have your parents or teachers praised you for doing?
What has one of your friends mentioned recently?
3 For additional information, see the Grammar focus on
page 166.
Extra Practice
1 Give each student a question card. Tell everyone to
stand, find a partner, and ask and answer the questions
on their cards. Tell them to answer with complete
sentences using the correct verb form. Once they’ve
finished, they should exchange cards and find a new
partner to ask the new question.
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What have you agreed to
do recently?
What has the teacher
asked us to do today?
What do children
sometimes demand
to do?
What have you promised
to do recently?
What have you heard
someone threaten to do?
What has a friend advised
you to do?
What did you often ask to
do when you were
a child?
What have you
convinced someone
to do?
What has your family
encouraged you to do?
What have you invited
someone to do recently?
What do bosses
sometimes order their
employees to do?
What has someone
persuaded you to do?
What do you need to be
reminded to do?
What have you told
someone to do recently?
What has someone
warned you not to do?
What is something that
people don’t admit
doing?
What have you
apologized for doing?
What do your friends
insist on doing even
when you don’t want to?
What has a friend
What have you praised
suggested doing recently? someone for doing?
2 Take a question card yourself and participate in the activity,
giving students feedback on their verb use as necessary.
3 After the activity, elicit answers for the suggest, admit,
and warn questions. Ask students to re-formulate the
answers with a that clause instead of the gerund or
infinitive. (For example, instead of My friend warned
me not to eat at a restaurant downtown, elicit My friend
warned me that I shouldn’t eat at a restaurant downtown.)
Exercise 10 IDENTIFY
1 Read the directions. Have students work independently to
complete the exercise.
2 Call on students to read the completed sentences aloud.
Answers
1 not to use
2 crowdsourcing
3 for posting
1 Read the directions and number 1 aloud. Elicit the
possible answers. Ask students to work individually to
write the rest of the sentences.
2 Call on students to read their sentences aloud.
Answers
1 Jess promised she would come to brunch on Thursday. / Jess
promised to come to brunch on Thursday.
2 Jack explained that new words are added to the dictionary all
the time.
3 She warned that some new words were confusing.
4 We confirmed that binge-watch is now in the dictionary.
5 Matt insisted on looking up the definitions.
6 The teacher reassured her that the dictionary would have
sample sentences.
Wide Angle Teacher’s Guide
4511186_WA_TG5.indb 100
1 Have students discuss the question in small groups.
2 Call on representatives from each group to share
something interesting they learned from their classmates.
Lesson 8.2 Mark My Words
Student Book pages 91 – 93
Exercise 1 ACTIVATE
1 Direct students’ attention to the title. Explain that people
say “mark my words” when they are making a prediction
that they want other people to remember. (For example,
Mark my words, this decision is not going to turn out well.)
2 Read the directions. Explain that a quotation is a quote
from a speech or piece of writing. Have students discuss
the quotations with a partner.
Answers
Students’ answers will vary. Sample answers include:
1 Having a voice or being able to express yourself is a way of
having power.
2 Words are not enough; actions are also necessary.
3 Once you say or write something, people will spread it and
possibly change it in ways you can’t control.
Exercise 2 IDENTIFY
1 Tell students to guess who said each quote and then read
the blog post to check their guesses.
2 Call on students for the answers.
Answers
1 a
2 c
3 b
Exercise 3 NOTICE
Read the directions. Give students a moment to look
through the blog post. Call on a student for the answer.
Answer
The single word referred to in the blog post title is joy.
Exercise 4 ASSESS
4 he’d written
5 on
Exercise 11 EXPAND
100
t Exercise 12 WHAT’S YOUR ANGLE?
1 Tell students to read the descriptions and then read the
blog post and label them according to which paragraph
they describe.
2 Have students compare their answers with a partner. Call
on students for the answers.
Answers
5 Engaging directly with the reader
4 Comparing words to birds to show that they are alive
3 Explaining that words need to mean something, not be
simply empty words
1 Telling a story to introduce the topic
2 Using quotes to discuss the power of words
Exercise 5 EXPAND
1 Have students work independently to answer the questions.
2 Call on students for the answers. Encourage them to point
out where in the text they found the answers and read
those portions of the text aloud.
© Copyright Oxford University Press
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Grammar in Context
Answers
1 to a lake
2 No, she was too stressed.
3 focus on joy
4 She gets a reminder on her phone and uses it to find
something that brings her joy.
5 yes
t Exercise 6 WHAT’S YOUR ANGLE?
1 Read the directions. Give students a moment to think
about their answers.
2 Call on students to share their ideas with the class. Ask
them to explain why they think a particular word would
be helpful.
Writing Skill
Using reported speech
GO ONLINE
1 Ask students to read the information in the box.
2 Discuss the examples:
Point out that I agree with the saying introduces a common
saying that we don’t attribute to any particular person. Ask
students if they can think of any sayings that they agree with.
For the example citing Nelson Mandela, emphasize that
when students reference an authority like this, they must
provide some evidence that what they are saying really
reflects that authority’s belief. An exception would be
something that is universally known (as in, Like Gandhi, I
believe in nonviolent protest.).
Explain that sometimes writers want to use a direct
quotation because someone else has expressed what
they want to say in a beautiful or interesting way, as with
the last quote in the box, by President Kennedy.
Extra Practice
Reported questions
GO ONLINE
1 Direct students to read the information in the Grammar in
Context box, or have students read along silently as you
read the information aloud.
2 Check comprehension by writing direct questions on
the board and asking students to convert them to
reported speech.
Mary said, “Where did Tom go?”
Mary asked… (me where Tom had gone).
Mary wondered… (where Tom had gone).
Mary asked, “Is Tom coming back?”
Mary asked… (if / whether Tom was coming back).
3 For additional information, see the Grammar focus on
page 166.
Extra Practice
1 Cut copies of the grid below into cards and distribute
one set to each group of three or four students.
2 Tell the students to put the cards face down in a pile.
Student 1 draws a question and reads it aloud. Student
2 reports the question to Student 3 and then draws a
card and reads a new question. Student 3 reports that
question to Student 4, draws a card, and reads a new
question. They continue around the group until they’ve
finished all of the cards. Circulate and correct verb tenses
as necessary. After the activity, go over any common
problems with the class.
When can we leave?
Were they at home last night?
Have you been to Taiwan?
Are you working after school today?
1 Write on the board:
I agree with the saying,
.
Like
, I believe that
.
2 Give students a minute to complete the sentences with
their own ideas.
3 Tell students to walk around the class and share their two
sentences with at least three other people.
4 Call on students to share something they heard from one
of their partners. Check back with the partner to make
sure it’s correct.
Exercise 7 ASSESS
1 Read the directions. Tell students to find the answers in
the blog post and make notes.
2 Have students compare their answers with a partner. Call
on students for the answers.
Answers
1 five
2 Atwood, Disraeli, Chief Joseph: to present a position and
show that an authority supports your point of view; Horace:
rich language and to present a position
3 Answers will vary.
4 Chief Joseph’s words are in a different tense perhaps because
it is more historical.
How long did they live here?
Will the library be open tomorrow?
Why was Tom working so late?
Where did Maria live when she was a child?
Exercise 8 IDENTIFY
1 Read the directions and number 1 aloud. Ask students to
identify and correct the error.
2 Have students work independently to complete the exercise.
3 Call on students to read the corrected sentences aloud.
Answers
1 Maria asked me if / whether she could borrow my tablet.
2 He wondered why they hadn’t added the word to the
dictionary yet.
3 She asked us what we were listening to.
4 They wanted to know if / whether I was interested in the
speech.
5 The teacher asked Hao why he hadn’t finished his
presentation by the deadline.
6 Tom asked if he could come with us to the lecture.
Exercise 9 INTEGRATE
1 Read the directions and number 1 aloud. Elicit the answer.
Point out that we can omit you after asked because it’s
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clear who the question is addressed to. Have students
work independently to complete the exercise.
2 Call on students to read the answers aloud.
Answers
1 I asked why you hadn’t read the speech.
2 He asked if / whether she had enjoyed the trip to the lake.
3 Elisa wondered why Ella had chosen that quote.
4 He asked what we had learned about Chief Joseph.
5 They wanted to know what we were both studying.
6 She asked us if we wanted to improve our lives.
Exercise 10 PREPARE
1 Read the quotations and elicit any questions the students
have about them.
2 Remind students of the other quotations that appear in
Exercise 1 and elicit any famous quotations that they like
(translated into English).
3 Tell students to choose a quotation they want to write
about and follow steps 1-3. Remind them that they are
just planning and should not begin actually writing the
post yet.
Exercise 11 WRITE
Review the information in the Writing Skill box. Have
students work independently to write their blog posts.
Exercise 12 IMPROVE
Read the checklist aloud. Ask students to look through
their essays and make corrections or additions as necessary
before they check off the items on the list.
Exercise 13 SHARE
Read the directions. Have students exchange essays with a
partner and provide positive feedback.
Lesson 8.3
Stand and Deliver
Student Book pages 94 – 95
Exercise 1 ACTIVATE
1 Direct students’ attention to the title and the photo. Ask
them to guess what “Stand and deliver” means. In this
case, the title is a reference to giving a speech. This phrase
is the title of several books about giving (or “delivering”)
speeches and a very famous movie about a teacher
named Jaime Escalante. The phrase also has an older
meaning, which is to give up something to someone who
demands it. It comes from highway robbers demanding
that stagecoach passengers “stand and deliver” their
property.
2 Read the directions and have students work
independently to rank the items.
3 Put students in small groups and ask them to discuss their
rankings. Take a class poll to find out how many people
ranked each item as number 1.
e Exercise 2 ASSESS
Read the directions. Play the audio and elicit the answers
from the class.
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4511186_WA_TG5.indb 102
Answers
Possible answers:
1 They’re busy / may not have the time.
2 They have to get a message across, they need to think about
the audience, the tone needs to be appropriate.
Audio Script
e CD 2, Track 22
HostToday we have with us Simone Adams, a professional
speechwriter. Simone, welcome to the show.
Simone Thank you. It’s good to be here.
HostSo, Simone. I must say, I tend to forget that many people
with a high public profile—the speech makers—don’t
actually write their own speeches. That’s often done by
professional speechwriters like yourself, right?
SimoneYes, that’s correct. Although it very much depends on the
person, you know. The people we write for are extremely
busy. They may not have time to write their speeches
even if they’d prefer to do so.
HostYes, I suppose that’s a good point. But you do work
closely with them, don’t you?
SimoneAbsolutely, they’re going to be delivering the speech
that’s about their philosophies and positions—it’s
essential that their message is true to them and clear for
the audience.
Host
Of course.
SimoneBasically, we start with the central message or messages
and build from there.
And what about audience?
Host
SimoneA famous client early in my career once told me to
imagine myself in the situation. Consider who you are
addressing—is it the public or a group of politicians? And
the tone needs to be appropriate for the purpose. Does it
need to be apologetic, entertaining, or persuasive? That
was some of the best advice I’ve ever been given.
Host
Your job sounds fascinating but also highly complex.
Simone Yes, it’s certainly both those things!
e Exercise 3 INTEGRATE
Read the directions and the questions. Tell students to take
notes as they listen. Play the audio.
Answers
1 It will motivate and inspire people.
2 poetry
3 rule of three, repeating a word again and again, changing
word order
Audio Script
e CD 2, Track 23
HostSo I’ve always wondered—what makes a truly great
speech?
SimoneThat’s a very good question. Everyone wants to write a
speech that will motivate and inspire people. But this isn’t
easy. The majority of people who give speeches are not
natural writers, and many literary or writers “tricks” go
into a great speech.
Host
So, how do you do it?
SimoneWell, um... Apparently, the poet T.S. Eliot once remarked
that average or “mediocre” writers borrow the words of
others, but great writers steal them. And I completely
agree. I keep an old notebook. It’s filled from cover to
cover with quotations from famous speeches, plays,
and novels. There’s no shame in taking inspiration from
other sources. You need talent to be able to spot a good
source and change the words so they work for you. One
of the most famous speeches of all time was written and
delivered by the late John F. Kennedy. In his first-ever
speech as U.S. president in 1961, he suggested that the
people consider what they can do for their country rather
than the other way around.
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HostYes, I remember that from school. Now let’s see if I can
quote it … um…, “Ask not what your country can do for
you—ask what you can do for your country.” Is that right?
SimoneYes, well done. He wrote and delivered that famous
speech himself. But according to some sources, he may
have been influenced by speeches he had heard as a
student. One of the things that makes it so memorable is
that he’s used both repetition and an almost rhyme—ask
not / ask what.
HostOf course! That is very clever.
SimoneYes, the memorable speeches sound like poetry, and
poetry is easy to remember. It makes people want to
listen to and read the speech many times. Metaphor
is also commonly used in great speeches because it
connects images and concepts, which stick in people’s
minds. To give some examples, Martin Luther King, Jr.
spoke of opening the “doors of opportunity,” and Nelson
Mandela declared that education was “the most powerful
weapon which you can use to change the world.”
HostYeah. That’s a good one. John F. Kennedy wrote his own
speeches, didn’t he?
SimoneYes, and he was good at it. In fact, I can use some of his
quotations to demonstrate some simple tricks to make
a speech memorable. One very effective trick is the “rule
of three”: basically using just three images, arguments,
or examples. For example, in a speech about the goal of
working for peace in the world, he said, “By defining our
goal more clearly, by making it seem more manageable
and less remote, we can help all people to see it, to draw
hope from it, and to move irresistibly towards it.”
HostThese are all very clever tricks, but what about the way the
speech is delivered? That’s also very important, isn’t it?
SimoneDefinitely. A lot of it has to do with the personality of
the speaker. You can know exactly what you want to say,
but can you deliver it with power and conviction? Do
you have the power to inspire and enthuse, or will your
words go down like a lead balloon? It’s not easy to write
a good speech or to deliver a good speech. But as soon
as someone steps up to the podium to deliver a speech
I’ve written, my work is done. It’s in their hands from that
point. Or the hands of the speech coach …
Listening Skill
Recognizing paraphrase
1 Read the information in the Listening Skill box aloud and
ask students to read along silently.
2 As you go, elicit sample sentences with the language in
the box and the information from Simone Adams. Say
the sentence beginnings and ask students to complete
the ideas:
Simone Adams suggested…
According to Simone Adams…
Simone Adams spoke about…
Extra Practice
Give half of the class quote cards and half the class
paraphrase cards. Have the students stand up and walk
around reading their cards to each other until they find their
match. Once they’ve found their match, tell them to discuss
what the quote means and whether they agree with it.
“Fortune favors the brave.”
Virgil said that people who
are courageous have the
most success.
“Everything is funny as
long as it’s happening to
someone else.”
Will Rogers once said that
we think that things are
funny if they happen to
other people.
“There is only one
happiness in life – to love
and be loved.”
According to George
Sand, love is the only true
source of happiness.
“Life can only be
understood backwards,
but it must be lived
forward.”
Soren Kierkegaard is
famous for saying that we
can’t understand life until
we have lived it.
“I have not failed. I’ve just
found 10,000 ways that
won’t work.”
Thomas Edison denied
that his unsuccessful
experiments were failures,
and said that he had
learned from them.
“One cannot think well,
Virginia Woolf believed
love well, sleep well, if one that everyone needs to
has not dined well.”
eat a good meal before
they can be successful at
anything else.
“Do what you feel in your
heart to be right. You’ll be
criticized anyway.”
Eleanor Roosevelt
declared that you should
do what you think is right,
because no matter what
you do, someone else
won’t like it.
“Life’s tragedy is that we
get old too soon and wise
too late.”
Benjamin Franklin
suggested that life goes
by quickly and we only
become wise when we
are old.
“The best part of beauty is
that which no picture can
express.”
According to Francis
Bacon, what makes a
person truly beautiful are
the things we can’t see.
“The only thing necessary
for the triumph of evil
is for good men to do
nothing.”
Edmund Burke spoke
about the importance of
good people standing up
against evil.
e Exercise 4 IDENTIFY
Read the directions. Play the audio and ask students to note
quotation and paraphrase. Replay the audio so they can
check their work.
Answers
1 He suggested that the people consider what they can do for
their country rather than the other way around.
2 To give some examples, Martin Luther King, Jr. spoke of
opening the “doors of opportunity.”
3 Nelson Mandela declared that education was “the most
powerful weapon which you can use to change the world.”
Audio Script
e CD 2, Track 24
SimoneOne of the most famous speeches of all time was written
and delivered by the late John F. Kennedy. In his first-ever
speech as U.S. president in 1961, he suggested that the
people consider what they can do for their country rather
than the other way around.
HostYes, I remember that from school. Now let’s see if I can
quote it … um…, “Ask not what your country can do for
you—ask what you can do for your country.” Is that right?
SimoneYes, well done. He wrote and delivered that famous
speech himself. But according to some sources, he may
have been influenced by speeches he had heard as a
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student. One of the things that makes it so memorable is
that he’s used both repetition and an almost rhyme—ask
not / ask what.
Host
Of course! That is very clever.
SimoneYes, the memorable speeches sound like poetry, and
poetry is easy to remember. It makes people want to
listen to and read the speech many times. Metaphor
is also commonly used in great speeches because it
connects images and concepts, which stick in people’s
minds. To give some examples, Martin Luther King, Jr.
spoke of opening the “doors of opportunity,” and Nelson
Mandela declared that education was “the most powerful
weapon which you can use to change the world.”
Exercise 5 ASSESS
1 Read the directions. Give students a copy of the transcript
of the podcast excerpt, or write or project it on the board.
Have them sit with a partner to share and discuss their
answers to the questions.
2 Call on students to share their ideas with the class. Replay
the audio if necessary.
Answers
1 same as in Exercise 4
2 “Ask not what your country can do for you – ask what you can
do for your country.”
3 A paraphrase doesn’t use quotation marks and the words may
be different from the speaker’s words. A quotation uses the
exact words of the speaker, and uses quotations marks.
e Pronunciation Skill
Spoken punctuation
GO ONLINE
1 Direct students to read the information in the
Pronunciation Skill box.
2 Play the audio for the example sentences.
3 Demonstrate that correct use of pauses is helpful for
comprehension. Say the second example sentence,
pausing in the wrong places so that students can hear
how they are more difficult to process. (Identify / your
purpose consider / your / audience and deliver a /
powerful speech.)
e CD 2, Track 25
Extra Practice
1 Tell students to look back at Paragraph 3 of the text on
page 91. Have them work with a partner to mark the
pauses (with slashes) that they would use if they were
giving this paragraph as a speech.
2 Once they’ve finished, have each pair meet with another
pair to compare their work. Tell the groups to practice
reading the paragraph together, pausing in the same
places.
3 Conduct a class reading of the paragraph, focusing on
the effective use of pausing.
Answers
Students’ answers will vary. Sample answers include:
What word / might be powerful enough / to improve my life? /
I decided on joy / because it is so positive / and might help me
remember / what is important. / I set a reminder on my phone, /
so periodically / throughout the day, / I would remember / to
find joy / in the world around me. / In 1879, / Nez Perce Chief
Joseph / said that good words did not last long / unless they
amounted to something. / I think this is still true. / As beautiful
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Wide Angle Teacher’s Guide
4511186_WA_TG5.indb 104
as the word joy is, / it will only improve my life / if I let it. / When
the word pops up on my phone, / I look around me / and try to
find something / that brings me joy. / It might be the taste of the
espresso I’m drinking / or the breeze on my face, / or the sound
of children laughing nearby.
More to Say…
Focus: Students practice spoken punctuation
Grouping Strategy: Pairs
Activity Time: 15 minutes
Ready,
1 Find a short (one-minute) and interesting recording or
video online.
2 Transcribe the text. Remove all punctuation.
3 Make copies of the text so each pair of students has one.
Set…
1 Put students into partners.
2 Give each pair of students a copy of the text.
3 Tell students they will listen to a recording three
times. They will work together to mark the “auditory
punctuation” on their papers with slash marks.
Go!
1 Play the recording or video. Have students mark in the
thought groups with slashes.
2 Play the recording again. Encourage students to add or
revise their slash marks.
3 Play the recording a third time. Pause after each
sentence. Check the slashes as a class.
4 Have students take turns reading the text to their
partners, pausing where the slash marks are on the text.
e Exercise 6 IDENTIFY
1 Read the directions. Have students work with a partner to
mark the pauses.
2 Play the audio so that students can check their answers.
Answers
1 It’s essential / that your message / is heard and understood.
2 It isn’t just / the historical context / that makes a speech
memorable.
3 There’s no shame / in taking inspiration / from other sources.
4 Memorable speeches / sound like poetry, / and poetry is easy
to remember.
5 Do you have the power / to inspire and enthuse, / or will your
words / go down like a lead balloon?
e CD 2, Track 26
Exercise 7 INTERACT
Put students in pairs. Have them take turns reading the
sentences from Exercise 6 aloud. Listen for whether or
not they are pausing in the appropriate places. Assist as
necessary.
Vocabulary Development
Discussing a quotation or paraphrase
GO ONLINE
1 Read the information in the Vocabulary Development box
aloud and ask students to read along silently.
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2 As you go through, provide examples of some of the
less common words and ask students to say what the
sentences mean. For example:
He confirmed that the meeting begins at 8:00. (We thought
the meeting began at 8:00 and he said that was correct.)
She acknowledged that I had won the argument. (She
admitted that I had won the argument.)
He revealed that the money had been missing for
weeks. (This information had been secret until he told us.)
She declared that it was time for everyone to leave. (She
announced that it was time for everyone to leave.)
Extra Practice
1 Cut copies of the grid below into cards and distribute
one set to each group of three or four students. Tell them
to work as quickly as possible to match each quote with
a good reporting verb for it (answers may vary). Explain
that they don’t need to write the new sentence, just to
match each verb with a quote.
2 When the groups are finished, ask them to share which
verb they chose for each quote and to explain why.
Recollect the cards for use with the Extra Practice activity
for the Grammar in Context box after Exercise 9.
“I’ll be there at 6:00.”
declare
“I think you misspelled
that word.”
point out
“Yes, you’re right. We can
leave tomorrow.”
confirm
“That’s true. I probably
should have waited.”
acknowledge
“Many houses were
damaged by the
hurricane.”
report
“That movie isn’t very
good.”
remark
“I already knew the
secret.”
reveal
Extra Practice
1 Put students in small groups and pass out the cards from
the Vocabulary Development Extra Practice activity.
Tell the students to divvy up the cards so that each
group member has two or three quotes and associated
reporting verbs. Tell them to take turns “reporting”
their quotes using the subject “he.” The listening group
members should correct if necessary.
2 Elicit a reported speech sentence for each of the quotes.
Exercise 10 IDENTIFY
1 Read the directions. Have students work independently to
complete the exercise.
2 Ask students to compare their answers with a partner.
3 Call on students for the answers.
1 Read the directions and number 1 aloud. Elicit the answer.
Have students work independently to complete the exercise.
2 Call on students for the answers.
Answers
Oxford 5000 words
declare
remark
Answers
1 b
2 b
3 a
4 b
5 a
t Exercise 11 WHAT’S YOUR ANGLE?
5 a
6 b
7 a
8 b
confirm
suggest
GO ONLINE
1 Ask students to read the information in the Grammar in
Context box. As they do, copy these sentences on the
board: She said she admired Maya Angelou. He said he’d
always wondered what makes a great speech.
2 When students have finished reading, draw their attention
to the examples. Point out that it is possible to use admires
in the first sentence if it is still true, relevant, or important,
for example, if she made this statement recently. Ask
students why the writer used makes instead of made in
the second sentence (because the information is still true).
3 For additional information, see the Grammar focus on
page 166.
He declared that he would be there at 6:00.
He pointed out that I had misspelled the word.
He confirmed that they could leave tomorrow.
He acknowledged that he should have waited.
He reported that many houses had been damaged by the
hurricane.
He remarked that the movie wasn’t very good.
He revealed that he already knew the secret.
He denied that he had taken the money.
Exercise 8 BUILD
deny
report
Reported speech
Answers
“I didn’t take the money.” deny
1 b
2 a
3 b
4 b
Grammar in Context
reveal
acknowledge
1 Tell students to discuss the questions with a partner.
Explain that they will need to remember their partner’s
answers and should take notes if necessary.
2 Have students find a new partner and report what their
first partner said.
3 Call on students to share something their first partner said.
Correct verbs as necessary.
Exercise 9 USE
1 Tell students to read the question and note their answers.
2 Have students discuss their answers with a partner.
3 Call on students to share something interesting they
learned about their partners.
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Can I talk to you about something?
Lesson 8.4
the World
It’s Not the End of
Yes, of course. What’s up?
Remember that job I applied for?
Student Book pages 96 – 97
Yeah?
Exercise 1 ACTIVATE
Oh no! I’m sorry.
Well, I didn’t get it.
Read the directions. Elicit answers from the class. Share your
own story about giving bad news.
Exercise 2 ASSESS
1 Direct students’ attention to the video stills. Ask them
how the characters feel. Read the questions aloud and ask
students to discuss them with a partner.
2 Call on students to share their ideas with the class.
Answers
1 Max, Emma, and Dave
2 Students’ answers will vary. Sample answers include:
At first Max looks a little down and later he looks happy.
Emma looks sympathetic, and Dave looks agitated.
3 Students’ answers will vary. Sample answers include:
In the first photo, Max might be giving Emma some bad
news about himself and she is comforting him. In the second
picture, Max may have said something to insult Dave.
r Exercise 3 IDENTIFY
1 Tell students to read the questions in preparation for
viewing.
2 Play the video. Tell students to note the answers.
3 Have students compare answers with a partner. Then go
over the answers as a class.
Answers
1 International Arts Grant
2 Professor Armstrong told Max his grade isn’t strong enough
to apply.
3 Emma offers to tutor Max to boost his grade so he can apply
for the grant.
Real-World English
Sharing news about yourself
1 Read the information in the box aloud and ask students to
read along silently. Model appropriate body language for
the example phrases.
2 Provide a complete example: Can I talk to you about
something? So, you know that money I owe you? Well, it turns
out that I won’t be able to pay you back until next month.
Wide Angle Teacher’s Guide
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Real-World English Strategies
One specific area of expressing sympathy is giving
condolences. While some cultures focus on the positive
and looking on the “bright side” of things, others focus on
sympathizing with the speaker and what s/he is going
through.
1 Ask your students to work in pairs, ideally with someone
from another culture. Tell them to role-play a situation
where the listener offers condolences for something
bad that happened, for example, losing a job, not
winning a prize, failing a test.
2 Have a few pairs share what they have said to each
other with the whole class. You may even want to write
a few examples on the board.
3 Did the students focus on positive or negative
emotions in their condolences? Did the listener draw
attention to looking on the bright side, or did the
listener validate the speakers feelings?
4 Finally, ask your students to reflect on which
condolences would work best for them. Would they
prefer for people to focus on the positive or on the
negative? Why? What does it tell them about the kind
of person they are? And what have they learned from
this activity about how to give condolences to other
people?
1 Tell students to read the statements in preparation for
viewing. Replay the video and have them put the correct
initial next to each expression.
2 Have the class call out the answers.
Answers
Max: 1, 3, 4, 6, 9
Emma: 2, 5, 7, 8
Video Script
r English For Real Video Unit 8
Scene 1
1 Cut copies of the conversation below into sentence strips
and distribute one set to each group of three or four
students.
2 Tell the students that there are two speakers, A and B.
Ask them to work together to put the conversation in
order.
3 Assign half the class the role of A and half the role of B.
Conduct a choral reading of the conversation. The first
time through, say and have each side repeat their lines.
The next time, just say “A” and “B” and have them say
their lines. Then switch roles and repeat.
106
Don’t worry. You’ll find another job.
r Exercise 4 INTEGRATE
r English For Real Video Unit 8
Extra Practice
I guess my interview didn’t go well.
Emma Max! Hi … how are you?
Max
Hey, Emma. Do you have a minute?
Emma Sure. What’s up?
MaxSo, you know that International Arts grant I wanted to
apply for?
Emma Yes!
MaxWell… Dave is going to submit his application, and
Professor Armstrong says I can’t apply!
EmmaOh, no! That’s awful. Wait... what do you mean you CAN’T
apply?
Max
Apparently, my Art History grade isn’t as high as Dave’s.
EmmaDon’t get so down on yourself, Max. There will be other
opportunities.
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MaxWell, I need to get a good grade on my Art History
midterm, then I might be able to apply. I’m just feeling
really discouraged.
EmmaArt History? I could probably tutor you. I have some free
time at 7 p.m. tonight!
Tonight? Erm, I mean... of course! Thanks, Emma.
Max
Emma See you later!
Scene 2
Emma Great job, Max!I knew you could do it.
Max
Thanks, Emma.
Emma See you next week!
DaveThat was a difficult test. I got a 92 on it. Still the second
highest grade.
MaxSecond? Sorry to hear that, Dave. Well, it’s not the end of
the world. I’m sure you’ll have other opportunities. … May
the best man win!
Lesson 8.5 Just a
Misunderstanding
Student Book page 98
Exercise 1 ACTIVATE
1 Direct students’ attention to the title. Ask students when
people say, “It was just a misunderstanding.” (For example,
when someone is late because they have the wrong time
or place.)
2 Read the questions about the photos. Elicit answers from
the class.
Exercise 5 ANALYZE
Answers
1 Ask students to identify the items in Exercise 4 that
express sympathy. Have them work independently to
complete the exercise.
2 Tell students to discuss their answers with a partner. Call
on students for the answers.
Students’ answers will vary. Sample answers include:
1 The woman is telling a children’s story. The children are
interested in the story.
2 The people are listening to something funny in a theater. They
are laughing.
Answers
e Exercise 2 IDENTIFY
a 5, 7
b 8
c 1
d 2
e 3, 9
f 4, 6
Read the directions. Play the audio and elicit answers from
the class.
Answer
Exercise 6 ANALYZE
Tell students to discuss the questions with a partner. Call on
students to share their ideas with the class.
She misunderstood a hand gesture from students in Beijing. She
thought it meant “go away,” but it meant “come here.”
Audio Script
Answers
Students’ answers will vary. Sample answers include:
In both scenes, someone comforts someone else. In Scene 1,
Emma comforts Max in multiple ways—expressing sympathy,
giving hope, and offering to help. In Scene 2, although Max also
uses expressions of sympathy and hope, their conversation is
much briefer. Emma seems to care more about Max whereas
Max and Dave seem more competitive, and Max could be
sarcastic.
Exercise 7 PREPARE
1 Read the list of situations. Have the class brainstorm
several more “bad news” situations.
2 Tell students to choose a situation and make notes about
how to explain it.
3 Elicit ways that they could respond to the other situations,
for example, I’m sorry to hear that, That’s too bad, I’m sure
you’ll have another chance, You’ll pass / win next time.
Exercise 8 INTERACT
Read the directions. Have students stand and walk around
the room sharing their “bad news” and responding
appropriately. End the activity after everyone has spoken to
three or four partners.
Exercise 9 SHARE
1 Elicit students’ answers to the questions. Ask if some kinds
of news are more difficult to share with certain people.
Emphasize that it’s a matter of opinion and that there are
no correct answers.
2 Remind students to go online to create their own version
of the video.
e CD 2, Track 27
So, I have a funny story about a misunderstanding that happened to
me while I was traveling in another country. I was studying in China.
My semester abroad was an amazing experience, but it took awhile
to get used to how different everything was. Yeah, I didn’t know the
language, but I was surprised that I didn’t even understand their
gestures! Here’s what happened. I’m walking across the crowded
and noisy quad of the university one day on my way to class.
Vendors are shouting to attract customers, meat is sizzling on grills,
and students are hanging out, laughing and talking before they
have to go to classes. I’m tired because I haven’t been sleeping well
since I arrived. The weather is hot and humid, there’s the constant
whine of mosquitoes in Beijing that seem to think I’m delicious,
and something in the air tickles my throat all the time. Maybe this
is why I’m not at my best or my clearest thinking. I’d been at the
university for a few weeks and had made a few friends. I see some
students I know across the quad. I yell “Hi” to them and wave to get
their attention. They see me and yell “Hi” back. Then they make a
gesture with their hands pointing down and flap their fingers. In the
United States this gesture means “shoo” or “go away.” I stop where I
am. I’m confused. Why are they yelling “Hi” but signaling me to go
away? I start to walk away. Then I hear them saying my name. My
friend An calls out, “Where are you going? Come here.” An is kind
and friendly, with a smile for everyone. I begin to walk toward them,
but they make the shooing gesture again, so I stop. Now I’m super
confused, and my face is warm with embarrassment. I am thinking,
“If I go over there, they’re going to walk away. I will feel really stupid
if that happens.” Then I remember something that happened a few
days before. I had learned that in restaurants in China you can ask for
the bill by drawing a small box in the air with your fingers. One time
I tried this, but I made my box too big, so they brought me a menu!
Maybe the same thing was happening here—a gesture I thought
meant one thing actually meant something else entirely. It turns out
that the gesture that means “go away” in the United States means
“come here” in China. Who knew? Well, I guess everyone but me!
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Speaking
Telling a story
GO ONLINE
1 Read the information in the Speaking box aloud and ask
students to follow along silently. Check comprehension
as you go.
2 After the dramatic present example, ask students to
identify the present-tense verbs in the sample passage (is,
is, seem, am, tickles).
3 Ask students to name the tense in the narrative tenses
sample passage (past perfect).
4 Ask students to identify the two future tenses that are
used in the sample (be going to and future with will).
5 Ask students to identify the adjectives in the descriptive
language section (kind, friendly, confused, warm, hot,
humid). Ask them to identify the action (wave).
Extra Practice
1 Tell students that they are going to tell a story. Have the
class brainstorm some simple stories that they know,
for example, the story of Cinderella or Snow White, the
fables about the tortoise and the hare, or the fox and the
sour grapes, or the tale of King Midas.
2 Put students in groups. Have the groups choose one
of the stories to tell the class. Tell them to plan how to
divide the story so that each group member says a few
lines and to consider how they will use narrative tenses,
reported speech, and descriptive language.
3 Have the groups tell their story to the class. After all
of the stories, ask the class to say which groups had
the best use of narrative tenses, reported speech, and
descriptive language.
e Exercise 3 IDENTIFY
1 Tell students to read the items in preparation for listening.
Play the audio and have students complete the exercise.
2 Have students check their answers with a partner. Call on
students for the answers.
Answers
1 b
2 e
3 f
4 d
5 h
6 g
6 air (noun): the mixture of gases that surrounds the Earth and
that we breathe
7 gesture (noun): a movement that you make with your hands,
your head or your face to show a particular meaning
8 the speaker’s feelings (noun): the emotions that the speaker
experiences
e Exercise 5 ANALYZE
1 Tell students to read the items in preparation for listening.
2 Play the excerpts and have students match them to their
functions.
Answers
1 c
2 e
3 d
4 a
5 f
6 b
Audio Script
e CD 2 Track 28
1 My face is warm with embarrassment.
2 One time I tried this, but I made my box too big, so they brought
me a menu!
3 Vendors are shouting to attract customers, meat is sizzling on
grills, and students are hanging out, laughing and talking before
they have to head to classes.
4 An is kind and friendly, with a smile for everyone.
5 They see me and yell “Hi” back. Then they make a gesture with
their hands pointing down and flap their fingers.
6 I will feel really stupid if that happens.
Exercise 6 PREPARE
1 Read the directions. Call on volunteers to briefly describe a
misunderstanding that they might write about.
2 Have students take notes to prepare for telling their story.
Exercise 7 SHARE
1 Read the directions. Have students practice their story
with a partner.
2 Tell the partners to make any suggestions and provide
positive feedback.
Exercise 8 IMPROVE
Have students revise their story and tell it to a new partner.
7 c
8 a
t Exercise 9 WHAT’S YOUR ANGLE?
Read the questions and elicit answers from the class. Ask
students if they enjoy telling stories.
e CD 2 Track 27
Exercise 4 ASSESS
1 Read the directions. Have students work with a partner
to find the meanings of the words. Allow them to use a
dictionary to check their answers.
2 Call on students for the answers.
Answers
1 quad (noun): an open square area that has buildings all
around it, especially in a school or college
2 vendor (noun): a person who sells things, for example food or
newspapers, usually outside on the street
3 meat (noun): the flesh of an animal or a bird eaten as food; a
particular type of this
4 weather (noun): the condition of the atmosphere at a
particular place and time, such as the temperature, and if
there is wind, rain, sun, etc.
5 mosquitoes (noun): a flying insect that bites humans and
animals and sucks their blood
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Discussion Point
Unit 8 Review
Exercise 6
Student Book page 154
Read the quote aloud. Ask students if they think it is an old
quote or a modern one. (Samuel Johnson was an English
poet and essay writer who lived from 1709–1784. He is most
famous for creating a dictionary of the English language in
1755.) Have students discuss in small groups what they think
the quote means and whether they agree with it.
Vocabulary
Exercise 1
Answers
1 brunch
2 selfie
3 datahead
4 crowdsource
5 chillax
6 binge-watch
Answers
Students’ answers will vary. Sample answers include:
The quote means that people should use language appropriate
to a situation, not try to impress others by using big words.
Exercise 2
GO ONLINE Encourage students to go online to listen to
the podcast and add their comments to the discussion
board.
Answers
1 declared
2 remarked
3 denied
4 acknowledged
5 confirmed
Zoom In
GO ONLINE Encourage students to go online to play the
vocabulary game.
Grammar
Exercise 3
Answers
1 Did you thank them for the present?
2 Journalists asked him for a statement, but he refused to
comment.
3 The boss denied (that) he had made a mistake and said it was
the employee’s fault.
4 The man has admitted to stealing the painting and gone to
the police.
5 Has Helen apologized for missing the meeting?
6 The doctor has advised me not to play basketball for
three weeks.
Exercise 4
Answers
1 He asked where I was going.
2 She wondered why they hadn’t shown up at the meeting.
3 She wanted to know whether / if I was going to apply for
the grant.
4 Mai asked if she could come to the theater with us.
5 I asked Steve why he hadn’t replied to my email.
Exercise 5
Exercise 7
1 Read the directions. Give students a couple of minutes
to make notes on their answers to the questions. Then
put them in small groups and tell them to discuss
the topic. Call on a representative from each group to
share something interesting that came up during their
conversation.
2 Have the class brainstorm statements by famous people
or names of famous people who have said memorable
things. Tell students to choose a quote, looking it up
online if necessary, and to work independently to write
about it. Remind them to look back at the Grammar in
Context boxes and the Writing Skill box before they write.
Collect and correct their work or have them share it in
small groups.
3 Tell students to look for an image either by searching for
“two people talking” or by searching for something more
specific, for example, “two people talking on a train,” or
“someone telling a joke.” Tell them to print out the picture
or save it on their phone. Have them sit in small groups to
share and talk about the image.
Exercise 8
Tell students to think about how they did on each of the
tasks in Exercise 7 and to complete the sentences. Circulate
and make a note of which skills students feel they need to
improve. Remind students that they can review the online
activities for any skills they need more practice with.
Answers
Students' answers will vary.
GO ONLINE Encourage students to go online for further
grammar reference and information and to play the
grammar game.
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Wide Angle Teacher’s Guide
Unit Overview
9.3 What’s Your Logo?
Introduction to the unit
The title of this unit – Investment – summarizes the main
theme: the different kinds of investments we make, in
business and as individuals.
In Lesson 9.1, students read an article about the
importance of investing in your own physical and mental
health and education. In Lesson 9.2, they read and
then write a persuasive essay about what governments
should invest in. In Lesson 9.3, students listen to a talk
about why companies should invest in a good logo and
what makes a good logo. In Lesson 9.4, teachers use the
Real-World English Strategies to help students practice
complaining and responding to complaints. Lesson 9.5
summarizes what students have learned about the theme
of investment. They listen to a presentation about an
idea for a business and then use the skills they’ve learned
throughout the unit to present their own business idea.
Lessons
9.1 Your Best Investment
Reading Skill Recognizing and understanding
generalizations
Grammar in Context Structures with infinitive
• Identify and use vocabulary related to investments
(Oxford 5000)
• Recognize generalizations in an article
• Use structures with infinitives to talk about investment in
yourself
9.2 Smart Investments
Writing Skill Writing main and supporting arguments
Grammar in Context Infinitive constructions
• Identify main and supporting arguments in a
persuasive essay
• Use infinitive constructions in an essay
• Plan and write a persuasive essay
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Unit 9 Investment
Listening Skill Listening for main ideas and key details
Grammar in Context Purpose clauses with infinitive
Pronunciation Skill Linking two consonants
• Identify and use vocabulary related to logos (Oxford 5000)
• Listen for main ideas and key details in a talk
• Use purpose clauses
• Identify and use consonant-to-consonant linking
• Discuss the role brands and logos play in your purchasing
decisions
9.4 Know Your Rights
Real-World English Complaining
• Use expressions and strategies for complaining
• Conduct a role-play of complaining and responding
to a complaint
9.5 Banking on Success
Speaking Using data to support a point of view
Vocabulary Development Collocations with get, have,
make, and take
• Identify information from a presentation
• Prepare and present a plan for a new business
Resources
Class Audio CD 3, Tracks 2–4
Workbook Unit 9, pages 57–63
Oxford Readers Correlations
The Merchant of Venice (9780194614368)
Teacher's Resource Center
Assessments: Unit test, Progress test
Class video
English For Real video
Grammar focus
Grammar Worksheets
Oxford Reference Worksheets: upper / lower
Vocabulary cards
Newslea articles
Word list
© Copyright Oxford University Press
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Unit Opener
r Video Script
Student Book page 99
The photo on page 99 shows some industrial equipment in a
barren or undeveloped area. It connects to the unit theme of
investment because the equipment represents an attempt
to invest in the area. The two children walking nearby are a
reminder of the importance of investing in the future.
Photographer
Edu Bayer
Edu Bayer is a New York-based award-winning
documentary photographer. With more than 10 years of
experience in several countries, he has worked for most
leading international outlets like The New York Times,
National Geographic, Time, The New Yorker, The Wall Street
Journal, Newsweek, Aljazeera, El País Semanal, Foreign Policy,
Le Monde and The Guardian, among others. He is the
recipient of accolades such as Picture of The Year, Pulitzer
Prize Finalist and Arts for Social Improvement La Caixa. Edu
recently published the books Microcatalalunya about rural
life, and Els fets de l’1 d’Octubre (the events of October
1) about the independence struggle in Catalonia.He has
shown his photography in exhibits in New York, Berlin,
Budapest, Havana, Hong Kong, Valparaiso, and Barcelona.
Born in Barcelona, Edu studied Chemical Engineering and
also holds a master’s degree from the Danish School of
Media and Journalism.
Unit Snapshot
1 Direct students’ attention to the first question. Elicit
examples of investing in yourself. Explain that “investing”
doesn’t just refer to money—it can also refer to time and
attention. Explain that you’ll be reading an article about
why it’s important to invest in yourself and how you
should do it in Lesson 9.1.
2 For question 2, have students share their ideas. Explain
that you’ll be listening to a talk about what makes a good
logo in Lesson 9.3.
3 Have students guess the ways that goats could be a good
business investment. Tell them that they will be listening
to a presentation about a new business involving goats in
Lesson 9.5.
Discussion Questions
This photo shows kids as they pass by a water well in a
deserted landscape in the outskirts of Makhmur refugee
camp in Northern Iraq. The facilities there were pretty basic,
but they have a very good school in the center of the camp.
Investment in the basic facilities serving a population such as
roads, bridges, tunnels, water supply, sewers, electrical grids,
or even telecommunication, are essential to enable and
sustain societal living conditions. So, governments should
take care of all these things so everybody benefits from it.
It’s like, in the personal level, I like to invest my time doing
exercise every day in order to have better health.
No, they also can compromise the whole economy of a
region and sometimes speculative movements, corruption,
bad investments - led maybe by greed or bad judgement,
can cause catastrophic repercussions such as excessive
spending, which endangers entire economic sectors and
even impacts the national debt of a country. In this situation,
the mistakes of a few people then get paid by the majority.
Unit Opener Exercise
1 Direct students to read the questions. Give them a couple
of minutes to make notes.
2 Have students discuss their answers in a small group.
Remind them to support their ideas with examples.
3 Call on volunteers to share their ideas with the class.
Real-World Goal
By the end of this unit, students will be able to find an
example of an unusual business idea because they will
have practiced language related to investment, logos, and
business plans.
Lesson 9.1 Your Best Investment
Student Book pages 100 – 102
Exercise 1 ACTIVATE
1 Direct students’ attention to the title of the lesson and
then read the directions. Give them a moment to look at
the list and choose their top three investments.
2 Take a hand vote to see how many students chose each
item as number 1. Ask them to explain their choices.
1 Direct students’ attention to the questions below the
picture. Encourage students to offer their opinions and
stress that there are many ways to answer.
2 Optionally, before asking students to answer the
discussion questions, show the photographer video
where Edu Bayer answers some of the questions from
his perspective. Play it for students as many times as
needed to check comprehension and discuss any
vocabulary items.
Exercise 2 IDENTIFY
Answers
1 b
2 a
Students’ answers will vary. Sample answers include:
1 Investments can help people start businesses and earn more
money in the long term.
2 Sometimes people invest in the wrong things and lose their
money.
3 I invest time in my education and in learning job skills.
1 Read the first item. Ask students what kind of word
additionally is (adverb). Tell them to scan the definitions
below to find the answer.
2 Have students work independently to complete the rest
of the exercise. Call on students for the answers.
3 Say and have students repeat the vocabulary words.
Answers
3 c
4 j
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5 d
6 e
7 h
8 f
9 g
10 i
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Oxford 5000 words
additionally
assets
economist
entrepreneur
potentially
precious
risky
seminar
stimulate
terrify
t Exercise 3 WHAT’S YOUR ANGLE?
1 Ask students to read the questions and take notes on their
answers.
2 Have students discuss their answers with a partner. Call
on students to share something they and their partner
agreed or disagreed about.
Exercise 4 IDENTIFY
1 Read the first statement. Tell students that they are
going to read an article and ask whether they think this
statement will be true or false according to the article.
2 Have students work independently to mark the
statements as true or false.
Answers
1 T
2 F
3 F
4 F
5 T
1 Direct students to read the article on page 101 and to
check their answers.
2 Call on students for the answers and ask them to identify
where they found the information in the article.
Exercise 6 INTEGRATE
1 Have students work independently to note answers to the
questions.
2 Call on students for the answers and ask them to identify
where they found the information in the article.
Answers
1 a public speaking course
2 It increases their productivity.
3 They will be better at cognitive tasks, live longer, and are less
likely to get dementia.
4 12
5 50
6 It can lead to greater creativity.
Reading Skill
Recognizing and understanding generalizations
GO ONLINE
1 Direct students to read the information in the Reading
Skill box.
2 Check comprehension by eliciting the words that might
indicate a valid or invalid generalization. Ask students to
explain why generalizations with words like everyone and
always are suspect (because most generalizations are not
true in every case).
1 Put students in small groups and assign each group one of
the generalization phrases from the Reading Skill box (in
general, generally, generally speaking, as a rule, the majority
of, a small minority of, many, most). Tell the groups to work
together to write one generalization about the students at
your school or the people in your city.
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Exercise 7 IDENTIFY
1 Ask students to work with a partner to match the
sentence parts. Tell them to identify the words that make
the generalization accurate.
2 Call on students for the answers.
Answers
Exercise 5 ASSESS
Extra Practice
2 Have a representative from each group share their
sentence with the class. Ask the class if they think the
generalization is valid.
3 Repeat the activity, this time assigning each group one
of the phrases that might signal a faulty generalization
(all, every, everyone, no, no one, always, and never). Tell
the groups to use their word to write a true statement
about the students at your school or the people in your
city. (They will probably find this difficult to do.) Have
the groups share their sentences with the class. Discuss
whether the generalizations are valid, or whether they
are too self-evident or circular to bother saying (for
example, Every student at this school is a human being).
Point out that it is very difficult to make generalizations
with these words that are both true and useful.
1 d (many)
2 f (specific fact—one extra workday)
3 b (specific fact—75 percent)
4 c (specific facts, on average 12…)
5 g (many)
6 a (generally)
7 e (as a rule)
Exercise 8 EXPAND
1 Read the directions and elicit possible answers for
number 1. Have students work with their partners to
revise the rest of the sentences.
2 Call on students to read their revised sentences aloud.
Elicit alternative versions from others.
Answers
Possible answers:
1 Many entrepreneurs work too hard.
2 Some people think you shouldn’t invest in yourself.
3 People who run a lot are often healthier than those who
do not.
4 Most people will change jobs four times before age 32.
Grammar in Context
Structures with infinitive
GO ONLINE
1 Read the information in the Grammar in Context box
aloud.
2 Check comprehension by eliciting example sentences for
each of the structures in the box. For example:
I want my friends to come over for dinner.
His parents allowed him to stay out late.
We want to go on vacation.
His boss made him finish the work.
Her teacher let her go early.
3 For additional information, see the Grammar focus
on page 167.
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Extra Practice
1 Put students in small groups. Ask them to work together
to create four survey questions with allow, want, make,
and let. (For example, When you were a teenager, how
late did your parents allow you to stay out at night?)
Explain that they will be asking other classmates these
questions. Tell all group members to write the questions.
2 Have the students use their questions to interview two
or three students who are not in their group. Tell them to
take notes on the answers.
3 When they finish their interviews, have students return
to their groups and share what they learned about their
classmates. (For example, When Maria was a teenager, her
parents allowed her to stay out until 10:00.)
4 Have a representative from each group share something
interesting they learned about a classmate or create a
generalization from the responses they gathered.
Exercise 9 IDENTIFY
OXFORD REFERENCE
1 Read the first sentence and elicit the answer. Have
students work independently to complete the exercise.
2 Call on students for the answers.
Answers
1 make
2 want
3 want
4 allows
5 lets
6 allow
Exercise 10 APPLY
1 Ask students to read the questions and take notes on their
answers. Tell them to answer using their own ideas and
opinions. Ask them to look up the answer to number 5.
2 Have students discuss their answers with a partner. Call on
students to share their ideas with the class.
Lesson 9.2
Smart Investments
Writing Skill
Writing main and supporting arguments
GO ONLINE
1 Direct students to read the information in the Writing Skill
box, or have students read along silently as you read it
aloud.
2 Check comprehension: Ask students to name the three
main parts of an essay (introduction, body, conclusion).
3 Ask students to define thesis (the main argument) and
hook (something that gets the reader’s attention).
4 Ask them what each body paragraph should contain (a
topic sentence and details to support it).
5 Ask what the conclusion should contain (a restatement of
the thesis and possibly the main arguments).
6 Ask how they can make an essay more persuasive (by
including facts and acknowledging counterarguments).
Extra Practice
1 Find two or three examples of a persuasive student
essay online and make enough copies so that each small
group of students can have one essay. Tell the groups
to analyze the essay according to the information in the
Writing Skill box, using these questions:
What is the thesis?
Does the introduction have a hook? What is it?
Underline the topic sentences. What kind of support is
there for the topic sentences?
Does the conclusion restate the main idea? Does it
summarize supporting arguments?
Does the essay include facts?
Does it acknowledge opposing arguments?
Do you think the essay is persuasive?
2 Have a representative from each group share some of
their answers to the questions with the class. Ask other
groups who looked at the same essay if they agree with
the conclusions.
Student Book pages 103 – 105
Exercise 3 ASSESS
Exercise 1 ACTIVATE
1 Read the directions. Ask students to work with a partner to
complete the exercise.
2 Call on a pair to share their answer with the class. Elicit any
alternate organization for the ideas and discuss which is
most effective.
1 Direct students’ attention to the title and read the
directions aloud. Ask students to work with a partner to
rank the investments.
2 Take a class poll to find out how many people ranked
each item as their first choice. Ask students to explain their
choices.
Exercise 2 IDENTIFY
1 Read the directions. Ask students what a persuasive essay
is (an essay that tries to convince the reader to do or
believe something).
2 Have students read the essay. Tell them to mark any
vocabulary they would like to ask about but to continue
reading.
3 Review the answer to the question. Have them point out
the sentence in the first paragraph that identifies
the answer.
Answers
Answers
1 In addition, business investment in the community is a form
of advertising. S
2 By giving your time, you build relationships with people who
feel the same way. S
3 Volunteering can help you learn new skills. S
4 Community leaders and local government will be more
supportive of the business. S
5 Businesses should invest in the local community. M
6 When you volunteer to help, you can see how the
organization works. S
7 Research suggests that such investment results in a happier
workforce. S
8 It’s better to give your time than your money to good
causes. M
Possible organization / order: 8, 6, 2, 3, 5, 7, 1, 4
different types of scientific research
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Exercise 4 INTEGRATE
1 Do the first item together with the class. Have students
work independently to complete the exercise.
2 Call on students to share the answers with the class.
Answers
I. Introduction
Hook (something that grabs your reader’s attention in the
introduction) (check all that are present):
quote
rhetorical question
story
interesting fact
simile or metaphor
Thesis: Government investment in different types of scientific
research will benefit people in several important ways.
II. Body paragraph 1
Topic sentence: First, by investing in medical research,
governments can solve health problems around the world.
A. Examples / facts: Diseases can travel quickly between
countries due to increasing globalization.
B. Reasons why government should invest: Private companies
may not want to invest time and money in research, but
could be encouraged with government funding.
III. Body paragraph 2
Topic sentence: Investment in climate research will also
benefit people around the world.
A. Examples / facts: Rising sea levels due to polar ice melting
is dangerous for coastal cities. Hurricanes and tsunamis
have destroyed many cities around the world.
B. Reasons why government should invest: Governments can
respond better to natural disasters and develop plans to
help people who live in areas at risk.
IV. Body paragraph 3
Topic sentence: Finally, scientific research may help us find
new ways or new places to live.
Examples / facts: Room to live may be scarce with a growing
population.
Reasons why government should invest: Governments have
already established international space stations, launched
spacecraft, and put satellites into orbit, showing that it has the
experience to plan this type of exploration.
V. Conclusion (check all that are present):
restatement of thesis summary of main points
tie back to intro
Exercise 5 EXPAND
1 Have students discuss the questions with a partner.
2 Call on students to share their ideas with the class.
Answers
Students answers will vary. Sample answers include:
1 to grab the reader’s attention
2 Readers may recognize the diseases and they are deadly.
3 Answers will vary.
4 Answers will vary.
5 Answers will vary.
Grammar in Context
Infinitive constructions
GO ONLINE
1 Read the information in the Grammar in Context box
aloud and ask students to read along silently.
2 Check comprehension by eliciting additional examples
with the structures in the box:
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It takes a long time to learn how to
.
The best way to improve your English is to
.
We don’t have anything to
.
We would all like something to
.
are too difficult to
.
3 For additional information, see the Grammar focus on
page 167.
Extra Practice
1 Put students in groups of four or five. Tell the students
to identify which group member is going to go first
(Student A).
Write the first sentence beginning below on the board.
Student A says it aloud, completing it with his or her
own information. Then go around the group in order,
each student completing the sentence in a different
way. When you write the second sentence on the board,
Student B begins the round. Add some time pressure
by having the groups call out when they finish each
sentence. End the round after the third group calls out.
It takes me a long time to
.
It doesn’t take my friends long to
.
The best way to prevent
is to
.
Most people would like something to
.
Children these days don’t have anything to
.
Students in this class are not likely to
.
Our teacher is likely to
.
2 Ask the groups to share some of the best sentences they
came up with.
Exercise 6 IDENTIFY
1 Read number 1 and elicit the answers. Have students
work independently to complete the rest of the exercise.
Encourage them to cross out the items in the word box
after they use them.
2 Call on students for the answers.
Answers
1 anything to report
2 option is to invest
3 interesting to read
4 advice is to invest
5 risky to invest
6 reason to worry
Exercise 7 INTEGRATE
1 Read number 1 and elicit some sample answers from the
class. Have students work independently to complete the
sentences.
2 Tell students to share their ideas with a partner. Elicit
possible follow-up questions. (For example, How would
you do that? or Why do you say that?)
Exercise 8 PREPARE
1 Review the ideas for government investment in Exercise 1.
Ask the class if they have any other ideas and write those
on the board.
2 Direct students to make a T-chart with the column
heads For and Against. Tell them to choose one idea and
complete the chart with arguments for and against it.
3 Have students share their ideas with a partner and discuss
how they will respond to the prompt.
© Copyright Oxford University Press
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Exercise 9 DEVELOP
1 Go over the outline. Ask students to work independently
to complete it before they begin writing their essay. Allow
them to research supporting facts as necessary.
2 Circulate and assist as necessary.
Answers
Students’ answers will vary:
According to the speaker, a good logo is recognizable,
communicates something about the company, is timeless, and
looks good in different sizes.
Exercise 10 WRITE
r A talk about logos
Read the questions and tell students to keep them in mind
as they write. Have them work independently to write their
essays.
Listening Skill
Exercise 11 SHARE
GO ONLINE
Read the directions and have students exchange essays. Ask
students to note answers to the questions in Exercise 10 as
they read their partner’s essay. Have them return the notes
along with the essay.
Exercise 12 IMPROVE
Ask students to revise their essay using their partner’s
feedback as a guide. Collect and review their final draft.
Listening for main ideas and key details
1 Direct students to read the information in the Listening
Skill box.
2 Check comprehension. Ask students what speakers often
tell listeners at the beginning of a talk (the structure
and how many important points they will cover). Ask
why speakers use words like first of all and in addition
to (to signal main ideas). Ask what supporting details
are (explanations, specific information, examples, and
reasons).
Extra Practice
Lesson 9.3 What’s Your Logo?
Student Book pages 106 – 107
Exercise 1 ACTIVATE
1 Cut the talk excerpt below into sentence strips and give
a set to each group. Tell the students to work together
to put the talk in order and then identify the main ideas
and key details or reasons that support them.
2 Call on students to share their answers with the class.
1 Direct students’ attention to the lesson title and the
photos. Tell them to discuss the questions with a partner.
2 Call on students to share their answers with the class. Ask
them which of the logos they think is the best.
Today I’m going to talk about how to create a
company with great customer service.
Answers
Customers get very frustrated when they have to deal
with employees who don’t know what they’re talking
about.
McDonald’s: fast food chain
Netflix: streaming video company
Adidas: athletic shoe company
Lego: children’s building blocks
So make sure your employees are prepared to answer
the questions that customers will have about your
products.
Exercise 2 VOCABULARY
1 Read number 1 and ask students to choose the meaning
of instantly. Have students work independently to
complete the exercise.
2 Call on students for the answers. Say and have students
repeat the vocabulary.
Answers
1 b
2 b
3 b
4 a
5 a
6 b
First of all, everyone who works for you needs to
understand your products.
7 b
In addition to having knowledge, your employees
should always be friendly.
Customers should get a smile and friendly greeting
from everyone they interact with at your company,
not just the salespeople.
Even on the phone, employees should always make
customers feel comfortable and respected.
Finally, make sure your employees know how
important good customer service is.
Oxford 5000 words
instantly
competition
stand out
logofeaturehighlight
unique
Seventy-eight percent of consumers say they have
stopped a business transaction because of poor
customer service.
Train your employees so that doesn’t happen at your
company.
Exercise 3 INTERACT
Have students work with a partner to brainstorm the
features of a good logo. Tell them to list their ideas.
r Exercise 4 ASSESS
Play the video. Call on students to share the ideas they had
written that the speaker mentioned. Ask if there were ideas
they had not thought of.
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Answers
Today I’m going to talk about how to create a company with
great customer service.
Main Idea: First of all, everyone who works for you needs to
understand your products.
Supporting Details: Customers get very frustrated when they
have to deal with employees who don’t know what they’re
talking about. So make sure your employees are prepared to
answer the questions that customers will have about your
products.
Main Idea: In addition to having knowledge, your employees
should always be friendly.
Supporting Details: Customers should get a smile and friendly
greeting from everyone they interact with at your company,
not just the salespeople. Even on the phone, employees should
always make customers feel comfortable and respected.
Main Idea: Finally, make sure your employees know how
important good customer service is.
Supporting Details: Seventy-eight percent of consumers say
they have stopped a business transaction because of poor
customer service. Train your employees so that doesn’t happen
at your company.
Now here’s a logo that you might know: The Twitter bird. This
logo has had many changes, but the bird is the same. The mood
is positive and friendly. The flying bird suggests movement and
progress.
The final example is the Nike swoosh. This is a great logo. The shape
is very simple, but unique—and recognizable. It suggests speed, so
it’s perfect for a company that makes running shoes.
Exercise 6 ASSESS
1 Read the first item. Ask students to identify the main
idea from Exercise 5 that it goes with. Have them work
independently to complete the rest of the exercise.
2 Read the details aloud and have the class call out the
associated main idea.
Answers
1–They should be able to see it from far away.
4–They shouldn’t have to read it.
2–Global, fast, friendly, old-fashioned.
3–Don’t use an old, outdated style.
4–Too many details can be hard to see.
4–Make sure it looks good in black and white.
r Exercise 5 IDENTIFY
Exercise 7 IDENTIFY
1 Direct students to read the statements in preparation for
viewing.
2 Play the video and ask students to number the ideas
in order.
3 Have the class call out the answers.
1 Direct students to read the questions and note their
answers. Replay the video if necessary.
2 Tell students to discuss their answers with a partner. Call
on students to share the answers with the class.
Answers
Answers
1 It’s simpler and cleaner with more white space and less
writing.
2 It’s positive and friendly and reflects movement and progress.
3 It’s simple, unique, and recognizable and suggests speed.
3–The logo needs to be timeless.
2–The logo needs to communicate something about the
company.
5–Now I’m going to show you some examples of good logo
designs.
1–People need to be able to recognize your logo.
4–You want to make sure your logo looks good in different sizes.
t Exercise 8 WHAT’S YOUR ANGLE?
Video Script
Read the questions. Ask students to share their opinions with
the class. Have them look up and share logos they like and
explain why they like them.
r A talk about logos
Grammar in Context
OK. If you’re starting a company, your goal is to make money. Right?
Yes. But in order to do that, your company has to stand out from the
competition. And one way to stand out is to have a logo that works.
Today I’m going to talk about four features of a good logo.
First of all, people need to be able to recognize your logo. They
should be able to see it from far away and instantly know what it is.
They shouldn’t have to read it. In a well-designed logo, you’re using
shapes and color to tell your story.
Secondly, the logo needs to communicate something about the
company. What’s the idea that you want to highlight? Maybe you
want the logo to suggest that your company is global. Fast. Friendly.
Old-fashioned. You decide.
Next, the logo needs to be timeless. Don’t use a style that’s going
to look old or outdated in a couple of years. Look for a style that will
last. If the logo does include writing, make sure that people can read
it, especially if the wording is unusual.
Finally, you want to make sure your logo looks good in different
sizes. Some logos have too many minor details. These can be hard to
see when the logo is small, such as when it’s printed on a business
card. Also, make sure that it works in black and white. Some logos
look good in color but terrible in black and white.
OK, now I’m going to show you some examples of good logo
designs. This shows how the logo for the Wendy’s restaurant chain
has changed over the years. The new image still suggests “oldfashioned,” but it’s much better. It’s simpler and cleaner, with more
white space. They’ve taken out the writing, because the picture is
enough.
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Purpose clauses with infinitive
GO ONLINE
1 Read the information in the Grammar in Context box
aloud and ask students to read along silently.
2 After reading each example from the box, elicit ways that
it could be restated with the other forms. For example: To
make more money…
3 Point out that a new subject is needed after so that.
4 For additional information, see the Grammar focus
on page 167.
Extra Practice
1 Cut the grid below into strips and give one to each
student. (If you need more, make extras or write more,
making sure that there is an ending for every beginning.)
Have students walk around the class looking for their
match. When they’ve found each other, tell them to
stand together against the wall. Ask them to discuss
whether they know of any examples of a company doing
what is described in the sentence.
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2 When most students have matched up, have the pairs
read their completed sentences to the class. Rearrange
partners as necessary. Tell the leftover students to listen
carefully for someone they could match with.
They lowered prices in
order
to attract more
customers.
They created a new logo
so
as to improve the
company’s image.
They hired more
employees so that
customers wouldn’t have
to wait in line so long.
They removed the artwork so as to not offend any
customers.
They asked employees to
take notes in order
to not forget the
important points.
So that everyone would
they closed all of the
understand the importance stores that day.
of the meeting,
In order to improve the
image of their brand,
they hired a new graphic
designer.
They increased the
employees’ wages so as
to increase their loyalty
as well.
They are making a big
investment now in
order to make more
money in the future.
They opened another
store in this area in
order to
meet the demands of a
growing population.
Exercise 9 IDENTIFY
1 Read number 1 aloud and elicit the answer. Have students
work independently to complete the exercise.
2 Call on students to read the completed sentences aloud.
Answers
1 In order to
2 so that
3 so as to
4 in order to
5 so as not to
6 so that
Exercise 10 INTEGRATE
1 Read number 1 aloud and elicit the answer. Have students
work independently to complete the exercise.
2 Call on students to read the completed sentences aloud.
Answers
1 so that
2 so as to / in order to
3 In order to
4 so as not to / in order not to be
5 So that
6 so that
3 Write several phrases on the board. Pronounce them and
ask students to identify the linking sounds:
so as not to forget
I can name them all.
They got to come home early.
Answers
1 not to
2 can name
3 got to
e CD 3, Track 2
Extra Practice
1 Write these words on the board in a vertical column:
got
big
can
tell
old
black
2 Have students work with a partner to write a short
sentence that uses a word on the board followed by
another word with the same sound. For example:
He got tired.
It’s a big green house.
We can never go.
Don’t tell Luis.
It’s an old dog.
I saw a black cat.
3 Call on students to share their sentences. Write their
“follow-up” words after the words on the board. For
example:
got tired / tough / terrible
big green / gate / gathering
can never / knock / name
tell Luis / lots / long
old dog / dark / device
black cat / car / castle
3 Say the combinations (e.g., got tired, got tough, got
terrible) and have students repeat them, focusing on
linking the sounds.
More to Say…
Focus: Students practice linking consonant sounds
Grouping Strategy: Pairs
Activity Time: 15 minutes
Ready,
1 Prepare two lists of five name brand items that contain
consonant-to-consonant linking and stores where they
can be found (see below).
2 Put the lists onto two pieces of paper. Replace all the
products in numbers 1 to 5 on Student A’s list with
blanks. Replace all the products in numbers 6 to 10 on
Student B’s list with blanks. For example:
e Pronunciation Skill
Linking two consonants
GO ONLINE
1 Direct students to read the introductory information in
the Pronunciation Skill box.
2 Play the audio and ask students to repeat the sentences.
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2 Have students face each other so their partners can’t
see their lists. Instruct them to take turns asking and
answering questions about the products that they are
missing on their lists. As students hear a product, have
them write it on their paper.
3 Circulate and assist as necessary.
Student A
coffee shop
1
2
drug store
3
restaurant
4
clothing store
5
auto dealership
6 Apple laptop
computer store
7 Adidas sneakers
clothing store
8 Kellogg’s cereal
grocery store
9 Hermes scarf
clothing store
10 L’Oreal lipstick
drug store
Keep Going!
Have students work in groups to brainstorm other brand
name products that contain consonant-to-consonant
linking. Encourage students to share their answers with
the class.
e Exercise 11 IDENTIFY
Student B
coffee shop
1 Starbucks smoothie
2 Colgate toothpaste
drug store
3 McDonald’s sandwich
restaurant
4 Louis Vuitton knapsack
clothing store
5 Ford truck
auto dealership
6
computer store
7
clothing store
8
grocery store
9
clothing store
drug store
10
3Make copies of the lists so that each pair of students
gets an A and B version.
Set…
1 Put students into pairs.
2 Give each student a list. Make sure each pair of students
has an A and B list.
3 Tell students that they have the same lists, but some
information is missing from each list. They will take
turns asking each other questions to find the missing
information in order to complete their lists. For
example, Student A might ask, “What can you buy at
the coffee shop?” to find the answer for number 1 on
his or her list. Student B should find the answer on his
or her list.
Set…
1 Put students into pairs.
2 Give each student a list. Make sure each pair of students
has an A and B list.
3 Tell students that they have the same lists, but some
information is missing from each list. They will take
turns asking each other questions to find the missing
information in order to complete their lists. For
example, Student A might ask, “What can you buy at
the coffee shop?” to find the answer for number 1 on
his or her list. Student B should find the answer on his
or her list.
Go!
1 Give students 3–5 minutes to read the products on
their lists and quietly practice the consonant-toconsonant linking.
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1 Tell students to read the sentences and identify places
where they expect to hear linking.
2 Play the audio and ask them to underline the linked
sounds. Call on students for the answers.
Answers
1 know what
2 want to
3 will last
4 suggests speed
e CD 3, Track 3
Exercise 12
INTERACT
1 Read the directions. Ask students to work with a partner to
discuss several famous logos.
2 Call on students to share their ideas with the class. As an
alternative, ask students to prepare a short presentation
on one of the logos as if they had created it. Have them
show the logo and give the presentations in small groups.
t Exercise 13 WHAT’S YOUR ANGLE?
Read the questions aloud. Put students in small groups and
ask them to discuss the questions. Call on a representative
from each group to share what they had in common or how
they differed.
Lesson 9.4 Know Your Rights
Student Book pages 108 – 109
Exercise 1 ACTIVATE
1 Read the directions and the sentences. Elicit some
examples for number 1. For example, it could refer to
complaining about Internet or cable TV service to the
company that provides it or complaining about service in
a restaurant to its owner, manager, or wait staff.
2 Ask students to complete the survey. Take a hand vote to
see how many students had a least one “1” or “2” answer.
Ask students when it can be a good idea to complain and
when it can be a bad idea.
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Exercise 2 ASSESS
1 Direct students’ attention to the video stills. Ask them to
discuss the questions with a partner.
2 Call on students to share their ideas with the class.
Answers
Students’ answers will vary. Sample answers include:
1 Andy might be speaking to an IT person because he is having
trouble with his internet connection.
2 Max’s experience is probably more pleasant than Andy’s.
3 It seems like Max is happier than Andy.
r Exercise 3 IDENTIFY
1 Tell students to read the questions in preparation for
viewing.
2 Play the videos. Have students work independently to
write answers to the questions.
3 Call on students for the answers.
Answers
1 The tech person thinks the problem is that Andy is entering
the password incorrectly.
2 Andy tells the tech person he has tried and the password
doesn’t work.
3 Andy wants the tech person to look up the password and to
send a a tech member to the apartment to set up the router
immediately.
4 Max is frustrated because he has an important assignment
due tomorrow and needs the internet to complete it.
5 Max reads the instruction manual and then finds the
password on the back of the router.
r English For Real Video Unit 9
Real-World English
Complaining
GO ONLINE
Read the information in the Real-World English box aloud
and ask students to read along silently. Ask students to
identify the “subtle threat” in the first example conversation
(I’m going to have to take my business elsewhere). Ask
students to identify the “statement of doom” in the second
example conversation (I can’t wait until tomorrow).
Extra Practice
1 Put students in small groups. Ask them to brainstorm
three “subtle threats” and three “statements of doom.”
2 Have the groups share their ideas with the class. Elicit
ideas for situations when each expression might be
appropriate (for example, if a hotel room is dirty, if an
employee is rude, if a service doesn’t work after several
attempts to fix it or in spite of being very expensive).
Answers
Students’ answers will vary. Sample answers include:
Subtle threats
I’m not sure I can wait any longer.
I can’t continue with this service if it isn’t going to work.
I’ve seen this service offered for less elsewhere.
Statements of doom
I’ve had it. I’m going to take my business elsewhere.
I’m leaving and I’m going to write a bad review.
I won’t be coming here again.
Real-World English Strategies
Complaints are expressed differently in different cultures.
While the strategies covered in this unit include a
demand, a subtle threat, and a statement of doom, not all
of your students may feel equally comfortable expressing
complaints in this way. For example, in some cultures and
situations, it may be appropriate to initiate a complaint
with a compliment.
1 Present your students with the following scenario: Your
neighbor has a dog that barks a lot when the neighbor is
at work. You often work from home and the dog’s barking
is really disruptive. What would you say to the neighbor to
address the issue?
- Hey John, your dog barks a lot when you are not at home.
Can you do something about it?
- Your dog is so nice and friendly. I wonder if he ever feels
lonely when you are not at home.
- Other options?
2 First, have the students discuss the scenario in groups
of 3–4 people. Ask them to discuss not only what they
would say to the neighbor, but also why they would
choose a particular strategy. What factors would they
consider (e.g., neighbor’s age, how well they know
him, etc.)?
3 Ask each group to share a few important issues that
came up during their discussion with the whole class.
4 Next, tell each group to write 1-2 scenarios in which
someone complains about something and to give 2-3
answer options, like in the example above. Collect all of
the scenarios, put them together on one handout, and
make enough photocopies for each student in class.
5 The students should read through the scenarios
individually and mark their preferred answer. Then tally
the answers together – what was the most common
response to each scenario? Which response was the
least common? Why did your students prefer certain
responses to others?
6 If you still have time, take another look at the complaint
strategies described in the Real-World English box on
page 108. Would your students add any other strategies
/ categories to the ones described there? Prompt them
to come up with labels and examples.
Exercise 4 ANALYZE
1 Have students identify Andy’s complaining strategies.
2 Call on students for the answers.
Answers
1 demand
2 subtle threat
3 statement of doom
r Exercise 5 IDENTIFY
1 Read the question. Ask students to make a note of any
complaints that Max made. Replay the video if necessary.
2 Call on students for their answers.
Answers
1 I thought you set up the new router?
2 Noo!! The sales person said it would connect automatically.
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Video Script
Answers
r English For Real Video Unit 9
Tech Person Now you just need to enter the password.
Andy
I tried and it didn’t work. Can’t you look it up?
Tech PersonIt should be on the device. Would you like to go over
the steps again?
AndyNo, thanks. I think there’s a problem with this router.
I think I’m going to return it.
Tech PersonWell, we can send someone from our Tech Team
tomorrow to set it up for you.
AndyNo, that’s too late. Thanks anyway. Bye! … Max, you
look...
Max
Like I’m in a total state of chaos? I am!
Andy
What do you mean?
MaxI have an important assignment due tomorrow
morning. Why isn’t the Wi-Fi working? I thought you
set up our new router!
Andy
Oh... yeah, that. Um... I think it’s broken.
MaxBroken? No! The sales person said it would connect
automatically.
AndyI just called but their Tech Support wasn’t much help.
The password doesn’t work.
MaxThe password on the back of the device? … And…
we’re on!
Andy
How did you do that?
Max
I read the directions first, mate.
Exercise 6 ANALYZE
Tell students to read the conversation. Give them a moment
to think and then call on one or two students for the answer.
Answers
Students’ answers will vary. Sample answers include:
In order to resolve the issue, I would not hang up on B. I would
give my phone number and address as well.
Exercise 7 PREPARE
1 Tell students to read through the situations and choose
one or create a new one of their own. Take a hand count
to see how many pairs are doing each role play and how
many are doing one that isn’t on the list.
2 Tell students to choose their role and take a minute to
think about some things they will say.
Exercise 8 INTERACT
Tell the pairs to conduct their role plays and then swap roles
and do it again.
Exercise 9 ANALYZE
It solves the problem of noisy and ecologically damaging ways
of maintaining green spaces. The benefits are that it’s not noisy,
it doesn’t use fossil fuels, you don’t have to pay workers, and it
saves money because the animals are efficient.
Audio Script
e CD 3, Track 4
Good morning. I’m Lydia Comstock, the founder and CEO of Graze
Your Sites, a new ecofriendly landscaping company. We’ve only been
in business six months, and we’ve already raised $5,000, but we have
big plans for expansion and hope you’ll want to invest in our fastgrowing company.
Whether you live in the city, the suburbs, or the country, the
environment is more beautiful when it has green space. But green
space usually means grass and shrubs, and grass and shrubs require
maintenance. Now you have a problem. In warm months, parks and
lawns are abuzz with lawnmowers and blowers. These machines are
not only noisy, they also cause air pollution and usually use fossil
fuels. They need human operators—in fact, as many as 1 million
people work in the landscaping industry. Workers are paid between
$10 and $20 per hour according to the Bureau of Labor Statistics.
Now imagine you can get the job done without having to pay
workers’ salaries and in a way that is quieter and more ecofriendly
and actually improves the land. Our company solves the problem
for you. We have several kinds of grazing animals: goats, sheep, even
llamas. These animals take care of your landscape by doing what
they do best—eating. I got interested in the idea when I saw a herd
of goats in a city park one day and immediately started to explore
this opportunity.
How does it work? We transport a small herd of animals to any
site and set up shelter for the animals along with a temporary
electric fence. Goats will eat shrubs and problem plants like poison
ivy. Sheep will eat the grass. Within a week, a small herd of our
animals make an amazing difference. Several animals can eat the
plants covering one third of an acre each week. According to some
calculations, 38 goats or 83 sheep can clear 50,000 square feet in
one day.
Grazing animals are such a good idea that they are used by cities
around the world. For example, the city of Turin reportedly saved
30,000 euros by using sheep in three parks. Chicago’s O’Hare Airport
uses 40 grazers (goats, sheep, llamas, and alpacas) to maintain 8,000
acres, and a solar farm in San Antonio keeps 45 acres clear with 90
sheep.
I think you’ll agree that this is a business idea that makes a lot of
sense. A company in France, EcoMouton, provides sheep to both
government and business clients such as Renault. It grew rapidly
from four employees to thirty.
I’m happy to answer any questions you have. I’m hoping you’ll want
to take a chance on our company.
1 Have each pair sit with another pair. Tell them to take
turns repeating their role play from Exercise 8. Instruct the
pairs to discuss how well they complained and responded
to complaints.
2 Remind students to go online to create their own version
of the video.
Speaking
Lesson 9.5
Extra Practice
Banking on Success
Student Book page 110
e Exercise 1 ACTIVATE
Read the directions. Play the audio and elicit answers from
the class.
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Using data to support a point of view
GO ONLINE
1 Ask students to read the information in the Speaking box.
2 Check comprehension. Ask: What are four ways to support
your opinions? (provide statistics, provide facts, reference
reliable sources, give examples)
1 Put several easily debatable topics on the board, such
as the examples below. (Don’t choose topics that will be
extremely controversial to your students.)
Cats make perfect / terrible pets.
The legal driving age should be 14 / 18.
You should / shouldn’t go into business with family
members.
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Schools should teach cooking / sewing / home repair.
High school students should / shouldn’t have to wear
uniforms.
2 Put students in groups. Tell them to choose one or two
topics and to make a plan for a persuasive speech about
it. Explain that they are not going to give the speech, so
they don’t need to actually do the research, just to plan
what kind of statistics, facts, and examples they would
look for. For example, for the first topic, a pro-cat speaker
could look up statistics about cat owners and depression
/ loneliness, and the anti-cat side could look up statistics
about allergies.
3 Have a representative from each group share the group’s
ideas with the class. Ask the other students to contribute
more ideas and discuss how effective or convincing the
arguments are likely to be.
e Exercise 2 IDENTIFY
1 Read the directions and ask students to work with a
partner to read the sentences and identify the facts and
statistics.
2 Call on students to share the answers with the class.
2 Conduct a card-exchange activity. Have students
walk around the room, ask their question of a partner,
exchange cards, and then find a new partner and ask the
new question. (Tell them they can use the question their
partner came up with or ask a different question with
the expression on the card.) Continue until everyone has
spoken to four or five partners.
Exercise 3 IDENTIFY
1 Read the directions. Remind students that they need to
use the correct form of the verbs. Have students work
independently to complete the sentences.
2 Call on students to read the completed sentences aloud.
Answers
1 have
2 get
3 got
4 makes
5 take
Exercise 4 PREPARE
e CD 3, Track 4
1 Read the directions. Elicit several ideas for businesses they
could start. If they’re having trouble thinking of things, ask
them to consider problems that they have encountered
(for example, no cheap food in the area, or not enough
transportation, or difficulty getting a particular product
locally, or not enough tourists coming to the area). Then
encourage them to come up with business ideas to solve
those problems.
2 Have students work independently to answer the
questions about their business idea. Allow them to
research supporting information as necessary.
Vocabulary Development
Exercise 5 INTERACT
Collocations with get, have, make, and take
Have students share their business plan with a partner and
make any necessary corrections or additions.
Answers
1 statistic from Bureau of Land Statistics, a million
2 fact: 10–20
3 fact: shrubs
4 statistic: some calculations, 50,000
5 statistic: 30,000
GO ONLINE
1 Ask students to read the information in the Vocabulary
Development box silently as you read it aloud.
2 Call on students to provide example sentences using
some of the collocations in the box. For example:
I have lunch at 12:00.
I don’t like to take risks.
It’s easy to make friends at school.
Extra Practice
1 Give each student a card with one of the phrases on it.
Give them a moment to think of a question they can ask
with that phrase. (For example, Where do you like to have
lunch?)
have lunch
have time
have an
argument
take a walk
take a break take a taxi
take a risk
take
someone’s
place
make a
difference
make
progress
make an
effort
make a
mistake
make a
decision
make
plans
get angry
get motivated
get lost
get ready
get
assistance
get the
impression
Exercise 6 IMPROVE
1 Have students meet with a new partner to present their
business plans.
2 Call on volunteers to share a good business idea that they
heard. Ask the class if they would use that business if it
were in the area.
t Exercise 7 WHAT’S YOUR ANGLE?
1 Read the directions. Ask students to work independently
to complete the sentences about themselves.
2 Have them share their completed sentences in small
groups. Call on a representative from each group to share
something they had in common or disagreed about.
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Answers
Unit 9 Review
Students’ answers will vary. Sample answers include:
“Things that eat” could be children, pets, or employees—things
we might invest in for other reasons than making a profit.
Something that “needs repainting” requires time and effort to
take care of. The quote was probably a joke.
Student Book page 155
Vocabulary
Exercise 1
GO ONLINE Encourage students to go online to listen to
the podcast and add their comments to the discussion
board.
Answers
1 make
2 have
3 take
4 get
5 have
Zoom In
Exercise 8
Exercise 2
Answers
Students’ answers will vary.
Exercise 3
Answers
1 entrepreneur
2 risky
3 potentially
4 competition
5 seminar
6 stimulated
7 assets
8 Additionally
9 instantly
GO ONLINE Encourage students to go online to play the
vocabulary game.
Grammar
Exercise 4
Answers
1 reason; get / be
2 time; advertise / look
3 option; start / set up
4 easy; install
5 something; do
6 big; manage / work / run
Answers
3 to change
4 claim
Exercise 9
Tell students to think about how they did on each of the
tasks in Exercise 8 and to complete the sentences. Circulate
and make a note of which skills students feel they need to
improve. Remind students that they can review the online
activities for any skills they need more practice with.
Exercise 5
1 to set up
2 feel
1 Tell students to take two minutes to write notes and
prepare to talk about the advantages of investing in each
area. Remind them to use examples and evidence to
support their opinions. Put students in small groups and
have the students take turns speaking. After each speaker
finishes, tell listening students to provide feedback on
what the speaker did well.
2 Have the students brainstorm products and industries that
might be good to invest in. Write the ideas on the board.
For each one, elicit possible main ideas and supporting
details. Tell students to choose one of the ideas and plan
and write a persuasive essay. Collect and provide feedback
on their work.
3 Have students brainstorm some kinds of images
they could search for, for example, someone helping
the environment, someone investing in their health
or education, someone doing charitable work that
represents an investment in humanity. Tell them to search
for something specific and print out the picture or save
it on their phone. Have them sit in small groups to share
and talk about the image.
5 to have
Exercise 6
Answers
Students’ answers will vary.
GO ONLINE Encourage students to go online for further
grammar reference and information and to play the
grammar game.
Discussion Point
Exercise 7
OXFORD REFERENCE
Read the quote aloud. Ask students to guess who the author
was (an American entertainer and lyricist who was very
popular in the 1940s). Have students discuss in small groups
what they think he meant and whether they agree with the
quote and why or why not.
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Wide Angle Teacher’s Guide
Unit Overview
Unit 10 Theories
10.3 Some Like It Hot
Introduction to the unit
The title of this unit – Theories – summarizes the main
theme: different theories of human behavior.
In Lesson 10.1, students read an article about theories
on the origins of phobias. In Lesson 10.2, students read
an essay on a theory of group work and then write an
essay which applies the theory to their own experience
of working in groups. In Lesson 10.3, they listen to and
discuss a podcast explaining a theory about why people
like spicy food and roller coasters. In Lesson 10.4, teachers
use the Real-World English Strategies to help students
practice expressing positive and negative reactions.
Lesson 10.5 summarizes what students have learned
about the theme of theories. They listen to a discussion
about risk-taking behavior and then participate in a
small-group discussion about the same topic.
Lessons
10.1 Facing Your Fears
Reading Skill Recognizing and understanding complex
sentences with subordinate clauses
Grammar in Context Passive reporting verbs
• Recognize complex sentences and subordinate clauses in
an article
• Identify and use vocabulary from an article about phobias
(Oxford 5000)
• Use passive reporting verbs in writing and discussion
10.2 Theory and Reality
Writing Skill Including significant details
Grammar in Context Passive future
• Analyze an essay on the theory of group work
• Include significant detail to support main ideas in writing
• Identify and use the passive future
• Write an essay applying a theory to your own experience
Listening Skill Listening for main ideas and supporting
evidence
Grammar in Context Passive voice
Vocabulary Development Alternatives for the word thing
• Identify main ideas and supporting evidence in a science
podcast
• Use the passive voice
• Use alternatives for the word thing (Oxford 5000)
10.4 A Good Move?
Real-World English Expressing reaction
• Express positive and negative reactions
• Share news and react to other people’s news
10.5 What’s the Risk?
Speaking Expanding ideas with related points and examples
Pronunciation Skill Intonation for uncertainty
• Expand ideas and related points in a group discussion
• Use intonation for certainty and uncertainty
Resources
Class Audio CD 3, Tracks 5–12
Workbook Unit 10, pages 64–70
Oxford Readers Correlations
The Hound of the Baskervilles (9780194791748)
Teacher's Resource Center
Assessments: Unit test
English For Real video
Grammar focus
Grammar Worksheets
Oxford Reference Worksheets: upper/lower
Vocabulary cards
Newslea articles
Word list
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Unit Opener
r Video Script
Student Book page 111
The photo on page 111 shows a man standing under
a lemon tree. It connects to the unit theme of theories
because people may have different theories about how to
live a satisfying life in your later years. Students may discuss
what theories about life a man like this would have.
Photographer
Gianni Cipriano
Gianni Cipriano (b. 1983) is a Sicilian-born independent
photographer based in Napoli, Italy. His work focuses
on contemporary social, political, and economic issues.
Gianni regularly works for The New York Times and has
been documenting the ongoing upheaval in Italian
politics for L’Espresso weekly magazine since 2013. His
editorial work has also appeared in Time, Wired, The Wall
Street Journal, Le Monde Magazine, The Guardian Weekend
Magazine, MSNBC.com, Io Donna, Ventiquattro, IL, Courrier
International, Vanity Fair, and Esquire, among others.
After studying aerospace engineering and architecture,
he graduated from the Documentary Photography and
Photojournalism Program at the International Center
of Photography in New York in 2008. He has received
recognition and awards from POYI (Picture of the Year
International), American Photography, New York Photo
Awards, International Photography Awards and the Ian
Parry Scholarship. Gianni’s work has been showcased
in group exhibitions in venues such as the Rencontres
d’Arles, FOLI Lima Biennale of Photography, MOPLA, Lumix
Festival for Young Photojournalism.
Unit Snapshot
1 Direct students’ attention to the first question. Ask them
to identify which part of the word means “fear” (phobia). If
they don’t know the meaning, explain that it means fear
of crowded public spaces. They will read about this and
other phobias in Lesson 10.1.
2 For question 2, tell students to think of what happens
when they form a group to work together in class.
Ask how they would describe the stages of the group
relationship. Explain that they’ll be reading and writing
about this in Lesson 10.2.
3 Elicit students’ answers to question 3. Tell them they’ll hear
a couple of theories about this topic in Lesson 10.3.
Discussion Questions
1 Direct students’ attention to the questions below the
picture. Encourage students to offer their opinions and
stress that there are many ways to answer.
2 Optionally, before asking students to answer the
discussion questions, show the photographer video
where Gianni Cipriano answers some of the questions
from his perspective. Play it for students as many times
as needed to check comprehension and discuss any
vocabulary items.
I took this photo in Amalfi, Italy. Luigi Aceto, nicknamed
Gigino, is here in his lemon field. Mr. Aceto was born and
raised in these lemon groves, where his family has been
working for centuries, first as tenant farmers, then as
landowners. I met Mr. Aceto while on assignment to tell his
story. While the real estate market in the area has increased
massively in the past years, Mr. Aceto continues to work
in his lemon groves though he could make a better profit
by selling his land. Mr. Aceto is an elderly little man who
is always smiling and whose strength, despite his age, is
impressive.
Theories do not have to be just commonsense or obvious
predictions. People can make predictions that are
counterintuitive. A theory may suggest controversial, new
ways of viewing the world. Just think of Darwin’s theory of
adaptation, or Einstein’s theory of relativity, or Freud’s theory
of the unconscious. These kinds of theories help us rethink
who we are and where we live, contributing to the evolution
of our understanding of the world and of the human species.
To test theories, researchers put together experiments
and use what they already know to find out what they do
not know. They gather as much data as possible, whether
it supports the hypothesis or not. If all the data gathered
supports the hypothesis, the theory is correct. If the data
disproves the hypothesis, then it needs to be revised.
Unit Opener Exercise
1 Direct students to discuss the questions with a partner.
2 Call on students to share their ideas with the class.
Real-World Goal
By the end of this unit, students will be able to watch a video
explaining a theory and tell someone about it because they
will have learned how to identify main ideas and supporting
details and how to use the passive voice and vocabulary
related to theories.
Lesson 10.1 Facing Your Fears
Student Book pages 112 – 114
Exercise 1 ACTIVATE
1 Direct students’ attention to the photos and the title of
the lesson. Ask if they know anyone who is afraid of these
things (crowds, spiders, lightning, heights).
2 Read the questions aloud and have students discuss them
with a partner. Call on students to share their ideas with
the class.
Exercise 2 INTEGRATE
1 Have each pair meet with another pair. Tell them to
discuss the questions and to take notes on their ideas.
2 Ask a representative from each group to share the group’s
ideas with the class.
Exercise 3 IDENTIFY
Ask students to read the list of ideas and check any that they
discussed in Exercise 2. Explain that they will be reading an
academic article that discusses these ideas.
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Exercise 4 INTEGRATE
OXFORD REFERENCE
1 Tell students to quickly read the article on page 113 to put
the ideas in Exercise 3 in order. Tell them not to stop to
look up vocabulary words.
2 Have students work independently to complete the exercise.
3 Have the class call out the answers. If there is
disagreement, ask students to identify where they found
the idea in the article.
Answers
Order in which the main ideas appear in the article:
4 Fear type is age dependent, but response is not.
7 Exposure to the object of fear can help treat the phobia.
1 Phobias are not useful nowadays.
3 Fear of what other people think is a common phobia.
2 One typical phobia is a fear of busy places.
6 Phobias are learned rather than inherited.
5 Phobias may have been of use in the past.
Extra Practice
1 Write five simple main clauses on the board:
1 We will climb the mountain…
2 Our vacation is going to end…
3 We can’t go home…
4 We don’t need to do the exercise…
5 The students are going to visit a museum…
2 Group students. Tell the groups to work together to write
a subordinate clause for each main clause, using before,
after, unless, where, and when. Tell them to write their
clauses in a different order from the main clauses on the
board, and not to write the main clause.
3 Have the groups exchange subordinate clauses with
another group. Tell the second group to match up the
subordinate clauses with the main clauses on the board.
4 Have the two groups meet. Tell them to read the
sentences aloud to each other and say if they made the
right match.
Exercise 6 APPLY
Exercise 5 IDENTIFY
1 Tell students to read the questions and then read the
article again and note the answers. Encourage them to
look for key words in the questions and then scan the
article for those key words to help them find the answers.
2 Call on students for the answers.
1 Read number 1 and ask students to find the subordinate
clause that completes it. Then ask them to locate the
sentence in the article. Have them work independently to
complete the exercise.
2 Call on students for the answers.
Answers
Answers
Students’ answers will vary. Sample answers include:
1 Because the lack of escape routes gives them panic attacks.
2 They think they could collapse or die.
3 By restricting where they go and what they do.
4 The triggers are different: for children, they tend to be
monsters and the dark, while for adults they include animals,
such as spiders and snakes; heights; air travel; confined
spaces; and storms.
5 For our early ancestors, the fears may have been rational, to
cope with real dangers that existed at that time.
6 They are not inherited: they are influenced by factors such as
emotional state, stage of development, and expectations.
7 Facing up to the fear and being exposed to it gradually over a
long period of time.
Oxford 5000 words
cope
resist
at risk
run away
get over
Reading Skill
Recognizing and understanding complex sentences with
subordinate clauses
GO ONLINE
1 Direct students to read the information in the Reading
Skill box.
2 Write an example main clause on the board:
We’re going to read an article…
Elicit subordinate clauses from the class beginning with
each of the connectors in the box. For example:
before we leave today
after we finish this exercise
unless we run out of time
where the writer will discuss the origins of fear
when we have finished this exercise
1 c
2 b
5 e
6 f
t Exercise 7 WHAT’S YOUR ANGLE?
1 Read the directions and have students discuss the
questions in small groups.
2 Call on students to share something interesting they
heard in their group.
Grammar in Context
Passive reporting verbs
GO ONLINE
1 Read the information in the Grammar in Context box
aloud and ask students to read along silently. Explain that
these verbs can be used with a past or present form of be.
2 Check comprehension by eliciting sentence endings for
the passive reporting verbs.
In the past, it was believed that…
Nowadays, it is widely thought that…
After the earthquake, it was reported that…
In the old days, ___ were considered to be ___.
3 For additional information, see the Grammar focus on
page 168 of the Student Book.
Extra Practice
1 Put students in teams. Write sentence frames on the
board, one at a time. After you write each frame, give the
groups one minute to write a passive sentence using the
frame (no phones allowed). Possible frames:
In the 1400s, it was believed that…
In the 1800s, it was thought that….
This week, it was reported that…
At one time, the sun was considered to be…
Many people are known to…
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3 a
4 d
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2 Call time and tell everyone to stop writing. Have groups
who’ve finished read their sentences. Tell the rest of the
students to raise their hands if they think a sentence
is correct, both grammatically and factually. Allow
them to research answers. Assign a point for every
correct sentence. The groups with the most points at
the end win.
Exercise 8 APPLY
1 Read and elicit the correct form of the reporting verb for
number 1.
2 Call on students for the rest of the sentences, asking them
to provide just the passive form of the reporting verb.
Answers
Possible answers:
1 One in nine people are known to suffer from phobias.
2 It is said that phobias, like fears, may have evolved as a
strategy to cope with dangerous situations.
3 Phobic responses are thought to be controlled by the
amygdala.
4 Phobic responses are not considered to be strongly inherited.
5 It is believed instead that phobias must be learned.
6 CBT is claimed by many to be a cure with no downsides.
Exercise 9 INTEGRATE
Read the directions. Have students work with a partner to
complete the exercise. Tell them to check the answers in the
article.
Exercise 10 VOCABULARY
1 Draw students’ attention to the bold words in the article.
Tell them to read the sentence for each one and think
about what it might mean. Then ask them to work
independently to complete the exercise.
2 Call on students for the answers. Elicit any other
vocabulary questions they had about the article.
Answers
1 cope
2 face up to
3 run away
4 get over
5 resist
6 at risk
t Exercise 11 WHAT’S YOUR ANGLE?
1 Have students discuss the question with a partner.
2 Call on students to share anything they and their partner
had in common.
Exercise 12 INTEGRATE
Elicit several completions for number 1 from the class. Have
students work independently to write a completion for the
rest of the statements.
t Exercise 13 WHAT’S YOUR ANGLE?
1 Have students discuss their theories from Exercise 12 in
small groups. Monitor their conversations to ensure that
everyone is participating.
2 Call on representatives from each group to share
something interesting from their discussion.
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Lesson 10.2 Theory and Reality
Student Book pages 115 – 117
Exercise 1 ACTIVATE
1 Direct students’ attention to the title and the photo. Ask
them what a theory is (an idea about how something
works). Ask them to look at the infographic and answer
the questions.
2 Call on students for the answers. Pronounce the names of
the stages.
Answers
1 Tuckman’s theory of group work
2 Five stages
t Exercise 2 WHAT’S YOUR ANGLE?
Read the directions. Ask students to discuss the questions
with a partner.
Exercise 3 IDENTIFY
1 Have students read the questions in preparation for
reading the essay. Then tell them to read the essay and
make a note of their answers.
2 Call on students for the answers. Explain that norms are
rules, and that mourning is usually used to describe the
sadness we experience when someone dies, but here
the writer is using it to describe a different kind of
ending. Elicit any questions they have about vocabulary
in the essay.
Writing Skill
Including significant details
GO ONLINE
1 Read the information in the Writing Skill box aloud and ask
students to read along silently.
2 Check comprehension. Ask: Why is it important to give
details when you describe a process? (because the reader
may not know anything about it) What kinds of details
should you include? (definitions of key terms, descriptions
of the process, examples)
Extra Practice
1 Have the class brainstorm a list of their hobbies or sports.
Write the list on the board.
2 Go through the list and ask students to raise their hands
for the one they’re interested in. Form pairs or groups of
three based on the interest groups.
3 Tell the groups to work together to write a short paragraph
about some particular aspect related to their hobby or
sport. Tell them to include a definition of a key term, a
couple of details about the process, and an example.
4 Have the pairs meet with another pair and read their
paragraphs to each other. Tell the listening students to
identify the elements of their partners’ paragraph. Call
on students to share something interesting they learned
about their partners’ hobby or sport.
© Copyright Oxford University Press
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Exercise 4 IDENTIFY
t Exercise 6 WHAT’S YOUR ANGLE?
1 Read the directions. Point out that the examples in the
Writing Skill box come from the essay. Ask students to find
different examples of each item.
2 Call on students to share their ideas with the class.
1 Read the directions. Ask the class for examples of times
they have worked in groups. Tell them to discuss their
experiences with a partner.
2 Call on students to share something interesting they
heard from their partner.
Answers
Students’ answers will vary. Sample answers include:
Definitions
“Forming” here means forming a group.
By “storming,” he meant that there would be conflict or
difficulties.
Typically, these will now be made more explicit, and what is
or is not normal behavior will be agreed upon—hence the
description “norming.”
As the name suggests, this is when the real work is done.
The first word, “mourning,” implies a period of sadness that the
group has now finished its work, while the second, “adjourning”
would be used when the break up is more temporary.
Details
In this theory, there are five basic stages that groups tend to go
through from when they first come together to when the work
they are doing is completed.
…this is where the group comes together for the first time and
people start to get to know each other.
This is generally a positive stage, and people feel happy and
comfortable.
People will probably have started to compete for power within
the group, and the initial feelings of happiness may have
disappeared as people realize that they aren’t necessarily going
to be allowed to do things in the way they would prefer.
By this stage, members of the group will have come to an
understanding of a number of issues, such as their personal role
or status, the rules of the group (in relation to deadlines and
communication, for example), and so on.
Individuals within the group will have been integrated and
should now be generally comfortable with their particular role.
This phase will last until the work is completed.
The group may reflect on its performance at this stage, and
members will perhaps express their feelings about the work they
have accomplished.
Examples
They may bring ideas of rules of behavior from previous
experience, and at this stage they often assume that the rules
will be the same in the new group.
For example, the leader may be challenged, and the rules that
people assumed were valid at the forming stage might be
questioned.
…for example, if a particular team project has finished and a
new one not yet started.
1 Read the directions and the first sentence. Ask students
to skim the article and find the paragraph where the
sentence belongs. Have students work independently to
complete the exercise.
2 Call on students for the answers.
a at the end of the paragraph 7
b at the end of paragraph 3
c at the end of the paragraph 1
d at the end of paragraph 6
Passive future
GO ONLINE
1 Read the information in the Grammar in Context box
aloud and ask students to follow along silently.
2 Check comprehension by asking students to complete
several future passive sentences:
In the future, ____ will be done by robots.
In the future, children are going to be allowed to ____.
In the future, ____ will have been discovered.
3 For additional information, see the Grammar focus on
page 168 of the Student Book.
Extra Practice
1 Give each student a set of future passive interview
questions. Have them find a partner, ask the questions,
and make a short note of the answers. For example:
When do you think household robots will be used by most
people?
How many babies do you think will be born in this city in the
next 24 hours?
How much money do you think is going to be spent on the
next Olympics?
By what date will a building have been built on Mars?
When is our next essay going to be corrected?
2 Put students in groups that do not include their original
partner. Tell them to share their partner’s answers in
complete sentences. (For example, According to Rita,
household robots will be used by most people by the year
2030.) Have the groups decide which answers they agree
with. Allow them to research the correct answers or
expert predictions.
Exercise 7 IDENTIFY
1 Read number 1 and elicit the possible answers. Have
students work independently to complete the exercise.
2 Call on students to read the completed sentences aloud.
Elicit alternative answers.
Answers
Exercise 5 INTEGRATE
Answers
Grammar in Context
Students’ answers will vary. Sample answers include:
1 will be / is going to be proven
2 will be informed
3 will be / are going to be taken
4 will not have been completed
5 Will / be acknowledged
Exercise 8 INTEGRATE
1 Have students look at number 1. Ask what the new
subject should be for the passive sentence (these
documents). Have students call out the revised
sentence and write it on the board. Ask students to work
independently to rewrite the rest of the sentences.
2 Ask volunteers to write the new sentences on the board.
Correct them as a class.
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t Exercise 2 WHAT’S YOUR ANGLE?
Answers
Students’ answers will vary. Sample answers include:
1 These documents won’t be needed for the next stage of the
project.
2 The research isn’t going to be published.
3 The next book in the scientific theory series is going to be
released soon.
4 The results won’t have been proved / proven by the time we
need the results.
5 Journalists will have been warned not to release the story
too soon.
Exercise 9 PREPARE
1 Read the steps aloud and clarify as necessary. For the first
step, ask some students to share what group they might
write about. For number 3, tell students that they should
assume their reader doesn’t know Tuckman’s theory, so
they should define any terms they are connecting to their
own experience.
2 Tell students to take a few minutes to note their answers
to the questions but not to begin writing their essays yet.
1 Read the directions. Ask students to make an I’m a person
who… statement to their partner.
2 Call on students to make a He’s / She’s a person who…
statement about their partner. Then ask pairs how similar
they are to each other.
e Exercise 3 IDENTIFY
1 Ask students to read the questions in preparation for
listening. Play the audio.
2 Elicit answers to the questions.
Answers
1 Eating spicy food, riding roller coasters
2 The host can’t tolerate spicy food and finds no excitement in
riding roller coasters.
Audio Script
e CD 3, Track 5
Host
Exercise 10 WRITE
Review the information in the Writing Skill box. Ask students
to use their notes from Exercise 9 to write their essays.
Exercise 11 IMPROVE
Read the checklist aloud. Ask students to look through
their essays and make corrections or additions as necessary
before they check off the items on the list.
Exercise 12 SHARE
Read the directions. Put students in small groups and tell
them to pass their essays around until everyone has read all
of the essays. Ask them to discuss the two questions in their
groups.
Lesson 10.3
Dr. Watt
Host
Dr. Watt
Host
Dr. Watt
Some Like It Hot
Student Book pages 118 – 119
Host
Dr. Watt
Exercise 1 ACTIVATE
1 Draw students’ attention to the title. Ask if anyone recognizes
the expression. It’s the name of a famous 1959 movie with
Marilyn Monroe. In the movie, “hot” refers to a kind of music
that was new and exciting at the time–“hot jazz.” The phrase
originally comes from an old nursery rhyme:
Pease porridge hot, pease porridge cold,
Pease porridge in the pot, nine days old;
Some like it hot, some like it cold,
Some like it in the pot, nine days old.
(Pease porridge was a thick pudding-like dish made of
peas.)
2 Read the directions. Ask students to brainstorm with a
partner and list their ideas.
3 Call on students to share their ideas. Tell students to add
to their lists as they hear new ideas.
4 Have students use questions 1-3 to discuss their
revised lists.
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Host
Dr. Watt
Now, as part of our “theories” season, we’re exploring the
reasons some people can eat spicy food and others can’t.
To tell us more, we have Dr. Jacinda Watt, a biologist with
a special interest in how food interacts with our bodies
and brains. Dr. Watt, thanks very much for coming in.
You’re welcome. I’m looking forward to explaining some
interesting theories!
Great! Now, this has puzzled me for a long time. The thing
is, my brother loves hot, spicy food. In fact, the hotter, the
better as far as he’s concerned. But me? I just can’t do it!
It’s physically painful and actually feels really scary. I feel
like my mouth has been set on fire. Why would anyone
put themselves through such an experience?
I’m afraid I’m with your brother on this. I love spicy
food too….
Eurgh!
OK, so we want to know why some people can eat—and
enjoy—spicy foods. This idea has been investigated
by scientific researchers a lot in the past decade. And
they’ve come up with some interesting theories! The one
I like most is this idea that people who like spicy foods
have an adventurous or “thrill-seeking” personality. Rozin
and Schiller, two scientists who were investigating this
theory back in 1980, compared the way some people
enjoy the kind of “danger” aspect of spicy food to the
way people enjoy roller coasters—they claimed that
both were what they called “constrained risk.”
Sorry, uh, what is “constrained risk”?
Good question! OK…you’ve been on a roller coaster,
right? Yes? So, when you went on a roller coaster for the
first time, you probably had a fairly extreme reaction.
You probably started sweating, your heart beat a little
faster, you thought you were going to faint…right, you
remember…basically, you got a big rush of excitement,
which is what you were paying for! But then, after the ride,
you found that, obviously, you survived, and there never
was any real danger, it was just your brain sending the
wrong signals…so, the next time you went on a ride, you
had some of the same feelings, but not as intense as the
first time—you realized at a deep level that it was scary
but it wasn’t really risky, so there wasn’t any real danger.
That’s what they called a “constrained risk”—something
that feels like a risk but is without any real danger.
OK, I see. You’re right, that’s exactly how I felt! I can’t say
I liked that feeling, to be honest…I never go on rides if I
can get out of it…
Don’t you? I love them! Anyway…with spicy foods, you
get that same constrained risk. You take a bite, and
the initial burn causes a physical reaction as your pain
receptors in your mouth are stimulated. But as you keep
eating, your body realizes it’s not in any real danger
and the pain can be tolerated. OK, so eating spicy foods
doesn’t deliver the full adrenaline rush of a roller coaster,
© Copyright Oxford University Press
5/10/19 1:30 PM
Host
Dr. Watt
but the idea is that thrill-seeking people find risky
activities appealing, attractive… so, as I was saying, these
same people may enjoy spicy food for the same reason.
Hmm, that’s an interesting theory, but I’m afraid I have
my doubts…I mean, as I said, I really don’t like roller
coasters … they feel far too risky for me, and my brother
feels the same. So, we are different on spicy foods but
the same on roller coasters. And I wouldn’t say my
brother has a thrill-seeking personality at all, he’s a quiet
kind of a guy…
Well, it’s interesting you should say that. Further
research is being carried out at the moment… and in
a more recent study, researchers weren’t able to prove
a connection between personality type and spicy food
preferences. So basically, more evidence is needed…
No one succeeds without My uncle was able
help.
to build his business
because his parents
gave him money and his
children worked for him
after school.
People don’t recycle
because there’s no
immediate reward for it.
They don’t get money for
it, and they don’t see the
results of a cleaner planet
right away.
e Exercise 4 INTEGRATE
Nurses should make more They make an enormous
money than football
difference in people’s
players.
lives.
1 Direct students’ attention to the diagram. Ask them to
point out where they would put information that is the
same for all three people, the same for two of the people,
and different for all three. Play the audio and ask students
to complete the diagram.
2 Call on students for the answers.
It’s important to protect
endangered animals.
Often allowing one
species to die off has
effects that we could
never have predicted.
Students under 18 years
old shouldn’t take exams.
Some children are very
discouraged by getting
bad grades, and it
discourages them from
learning.
Being rich and famous
can be very difficult.
A surprising number of
wealthy people report
feeling depressed.
Frightening dreams help
us prepare for real-life
threats.
When a person
experiences strong
emotions in an imaginary
situation, they are more
able to confront everyday
problems at work or at
home.
Answers
Host: doesn’t like spicy food
Host and Host's brother: don’t like roller coasters
Host's brother & Dr. Watt: love spicy food
Dr. Watt: loves roller coasters
e CD 3, Track 5
Listening Skill
Listening for main ideas and supporting evidence
GO ONLINE
1 Ask students to read the information in the Listening
Skill box.
2 Check comprehension. Ask: Why do speakers provide
supporting evidence? (to make the main idea stronger)
What’s the difference between a general example and a
specific example? (A general example illustrates the main
idea in action; a specific example is information from
studies or research.)
Extra Practice
1 Make a copy of the grid below and cut it into sentence
strips. Distribute one sentence to each student.
2 Ask students to walk around, find the sentence that goes
with theirs, and determine which is the main idea and
which is the detail. Tell partners who have found each
other to stand against the wall. Ask them to discuss
whether they agree with the main idea and whether
they think the example / detail is persuasive.
3 Once everyone has a found a match, have several pairs
read their sentences to the class and explain whether
they think the example / supporting detail is persuasive.
Video games are a sport.
They require skill and
years of practice.
Humor is a way for
people to relieve tension.
After something terrible
happens, people often
tell jokes.
Most students do not
Research has found
admit that they have poor that students usually
study habits.
blame life circumstances,
teachers, or other factors
for weak performance.
e Exercise 5 IDENTIFY
1 Read number 1. Ask students to find the supporting
sentence below. Have them work independently to
complete the exercise.
2 Play the audio and have them check their answers. Call on
students for the answers.
Answers
1 b
3 c
4 a
t Exercise 6 WHAT’S YOUR ANGLE?
1 Read the directions. Put students in groups and ask them
to work together to discuss the questions and create a
diagram.
2 Call on a representative from each group to share and
explain their diagram.
3 Invite students to come up with and share any alternate
ideas or theories they might have about people who like
spicy foods.
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e Exercise 7 INTEGRATE
Grammar in Context
Read the directions. Play the audio and elicit answers to the
question.
Passive voice
Audio Script
1 Have students read along silently as you read the
information in the Grammar in Context box aloud. After
each section, put an active voice sentence on the board
and have the class restate it in the passive voice.
(agent included): A cleaning crew cleans the office every night.
(The room is cleaned by a cleaning crew every night.)
(no agent) People have usually finished all of the work by
6:00. (All of the work has usually been finished by 6:00.)
(two objects) The teacher gives those students a lot of
homework. (A lot of homework is given to those students.
Those students are given a lot of homework.)
2 For additional information, see the Grammar focus on
page 168 of the Student Book.
e CD 3, Track 6
Host
And what about culture? Spicy foods are at the heart of
some cultures, aren’t they? Does this have any influence
on people’s preferences for spicy foods?
Absolutely! And that brings me on to my second
theory—that culture influences our preference for or
against spicy foods. This seems like an obvious concept,
but it’s one we sometimes forget about…I mean, we
can’t separate our choices from the culture we live in.
The principle by which we choose a particular type of
food is probably that it is easily available to us, and of
course tradition and community play a significant role
in this. Our eating habits and preferences are usually
acquired from a very young age by observing our
parents’ eating behaviors. So, basically, if spicy food is
eaten by your family, you’ll eat it too.
Yes, that seems reasonable…but again, it rules my
brother out. We aren’t from a culture that has a lot
of spicy dishes, but that doesn’t stop him from eating
them!
That’s a good point. The fact is it’s common now for
people to eat foods from all over the world—you
know, takeout, supermarket-ready meals…so although
culture undoubtedly makes a contribution, it can’t be
the only influence. A simple explanation could be that
a preference for spicy foods comes with exposure—the
more we eat it, the more we like it. And it has been
demonstrated by studies that the more often we
eat spicy foods, the less our body reacts to them. It
seems that your body builds up a kind of tolerance to
hot foods. But personal preferences aside, I think the
evidence shows that when it comes to liking spicy foods,
there’s no single determining factor. There are theories
connecting this preference to biological, environmental,
and social factors.
Dr. Jacinda Watt, thank you very much for coming on the
show. It’s been fascinating talking to you.
Dr. Watt
Host
Dr. Watt
Host
e Exercise 8 IDENTIFY
GO ONLINE
Extra Practice
1 Put students in groups. Give every group two sentences
to convert from active voice to passive voice. Tell them
to include the by phrase if it seems necessary. Active
sentences to convert:
The mechanic fixed the car last Tuesday.
The fire destroyed the entire forest in one day.
Many farmers raise corn in the midwestern United
States.
The boss is canceling next week’s meeting.
Someone sent Karen a check for a thousand dollars.
The cook uses the microwave to heat the water.
They opened that restaurant in 1998.
Charles usually pays for everyone’s dinner.
Many people see math as the most difficult school
subject.
Several classes use the computer lab every day.
1 Tell students to read over the notes outline in preparation
for listening again.
2 Play the audio. Have students work independently to
complete the notes.
3 Call on students for the answers.
Answers
Students’ answers will vary. Sample answers include:
Alternative theory for liking spicy food
Main idea 1: Culture influences liking of spicy food.
Supporting evidence: eat food available in our culture
Main idea 2: Lots of exposure
preference for spicy food.
Supporting evidence: eat a lot
like a lot
Supporting evidence: research = eat a lot
get used to
spicy food
Main idea 3: no one / single theory for liking spicy food
Supporting evidence: theories linking to biological,
environmental + social
2 When they finish, have the groups pass their passive
sentences (but not the active sentences) to another group.
3 Tell the groups to rewrite the passive sentences as active
sentences and return them to the original group.
4 Call on groups to share any active-voice sentences they
received that don’t match the originals. Discuss what
happened in these cases. (For example, the sentences
might be different because the by phrase was not
included in the passive sentence, or it might be different
because there was an error in the passive sentence).
e Exercise 9 INTEGRATE
1 Read number 1 and elicit the answer. Remind students to
put the passive be in the same tense as the active phrase
in parentheses.
2 Play the audio. Call on students to read the completed
sentences aloud.
e CD 3, Track 6
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Exercise 10 IDENTIFY
Answers
1 I feel like my mouth has been set on fire.
2 This idea has been investigated by scientific researchers a lot
in the past decade.
3 Further research is being carried out at the moment.
4 Our eating habits and preferences are usually acquired from a
very young age by observing our parents’ eating behavior.
5 So, basically, if spicy food is eaten by your family, you’ll eat it too.
6 And it has been demonstrated by studies that the more often
we eat spicy foods, the less our body reacts to them.
e CD 3, Track 7
Answers
1 concept
2 incident
3 alternative
concept
alternative
Alternatives for the word thing
GO ONLINE
1 Direct students to read the information in the Vocabulary
Development box.
2 Elicit definitions or examples for the words in the
Vocabulary Development box.
concept – an idea
principle – a moral rule or belief
alternative – a choice
objective – a goal
issue – a topic (something to discuss)
topic – something to discuss
trait – a quality in your personality
feature – something important or interesting about a
person, place, or thing
attribute – a quality or feature of something
item – one thing on a list; a single object
matter – a subject or situation
point – a thing someone says or writes giving their
opinion or stating a fact
incident – something that happens
1 Put students in small groups. Give each group a phrase
and ask them to write a sentence with it. Give extra
phrases to groups that finish quickly. Phrases:
an interesting topic
a good alternative
a nice trait
a surprising feature
when the incident happened
one common attribute of
the matter we discussed
the point you made
a difficult concept
an important issue
one item on the list
his principles the main objective
2 Tell the groups to write their sentence on the board,
but to leave a blank for the word from the Vocabulary
Development box.
3 Have groups take turns guessing which word goes in the
other groups’ sentences.
objective
incident
matter
principle
t Exercise 11 WHAT’S YOUR ANGLE?
1 Read the directions. Put students in groups and ask
them to go through each statement in Exercise 10 and
determine if it’s true for any of the group members.
2 Ask for a show of hands for each item to see how many
students feel it is true for them. Call on students to explain
or provide details.
Lesson 10.4 A Good Move?
Student Book pages 120 – 121
Exercise 1 ACTIVATE
1 Read the directions. Ask students to discuss the questions
with a partner.
2 Call on students to share their ideas with the class.
Exercise 2 ASSESS
1 Direct students’ attention to the video stills. Ask them
how the characters feel. Read the questions aloud and ask
students to guess the answers.
2 Call on students to share their ideas with the class.
Answers
Students’ answers will vary. Sample answers include:
1 They might be talking about their breakfast.
2 They look neutral, so it’s possible they are feeling content
after eating.
r Exercise 3 IDENTIFY
1 Tell students to read the questions in preparation for
viewing.
2 Play the video. Tell students to answer the questions with
a partner.
Answers
1 Kevin would like to live in the same building as Max and Andy.
2 Kevin is loud.
3 Nothing. They recall and regret that they said to Kevin, “our
house is your house.”
r English For Real Video Unit 10
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4511186_WA_TG5.indb 131
4 objective
5 matter
6 principle
Oxford 5000 words
Vocabulary Development
Extra Practice
1 Ask students to work independently to complete the
exercise.
2 Call on students for the answers. Provide additional
examples for the words as needed.
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Real-World English
Answers
Expressing reaction
1 Read the information in the Real-World English box
aloud and ask students to read along silently. Model the
intonation for the last two examples. (I can’t wait is sincere
in the first example, but not in the second).
2 Ask students for examples of situations where they might
say, You’re kidding me! or I’m delighted to hear that.
Extra Practice
1 Put students in small groups. Give each group an
expression:
You’re kidding.
I can’t wait.
That’s interesting.
I can’t believe it.
No way.
Really? Wow.
2 Tell them to plan two short dialogues, one using the
expression positively, and one using it negatively or
neutrally.
3 Have the groups perform the dialogues for the class. Call
on listening students to say which one was positive and
which was negative or neutral.
Real-World English Strategies
1 Read the directions. Tell students to write a plus sign (+)
next to the positive reactions. Play the audio.
2 Have the class call out the answers. Replay the audio and
have students repeat the reactions.
4511186_WA_TG5.indb 132
r Exercise 5 ANALYZE
1 Have students read the questions in preparation for viewing.
2 Replay the video and ask students to discuss the
questions with a partner.
3 Call on students for the answers.
Video Script
r English For Real Video Unit 10
Scene 1
Andy
Kevin
Max
Andy
Kevin
Max
Kevin
Max
Kevin
Scene 2
Andy
Max
Andy
Max
Andy
Max
Andy
So, Kevin, what did you want to talk about?
You know I have two roommates, right? It’s hard to
concentrate. I have to go to the library all the time.
You’re kidding me! That’s awful.
What are you going to do about it?
That’s actually what I wanted to talk about. There’s an
apartment available in this building.
Really? Um…
Yeah! I already filled out the application! It would be so
great to live in this building! We’d be neighbors!
Wow… Kev. Good luck with that. Yeah… That would
be…uh…really great.
Yeah, um, Kevin…that’s great.
Yeah, well, I’ll let you know what happens. Gotta go!
Kevin has his heart set on moving into this building,
doesn’t he?
Seems like it. I’ve really grown to like him but…I’m not
sure about him living here.
I know. But he’s one of my oldest friends! It’s just that
sometimes he can be a bit loud!
Yes, he is loud. That could be distracting.
Well, remember when there was a big storm, and Kevin
got locked out of his place? We did say, “Our house is
your house!”
Right. Shouldn’t have said that!
Ugh.
Answers
1 Kevin is really excited.
2 Max and Andy react as if they are not supportive or
disappointed.
3 Students’ answers will vary. Sample answers include:
They probably don’t want Kevin to be around that much.
4 Students’ answers will vary. Sample answers include:
Kevin might feel a little hurt that Max and Andy aren’t more
excited about the possibility of him being their neighbor.
e Exercise 6 APPLY
1 Read the directions. Have students work independently to
complete the exercise. Call on students for the answers.
2 Play the audio and ask students to repeat.
Answers
e Exercise 4 INTEGRATE
Wide Angle Teacher’s Guide
5 negative
6 negative
7 negative
8 positive
e CD 3, Track 8
Andy
Presenting news and reacting to news may take more
than just two exchanges between the participants. You
can draw your students’ attention to how exchanges
that involve reaction to news develop, and how they
potentially differ from culture to culture.
1 Play the video again and ask the students to pay
attention to the follow-up question Andy asks Kevin
(What are you going to do about it?). Would your
students say the same thing in a similar situation?
What if Kevin’s response was I don’t know? Would they
offer advice? Would they try to downplay the problem?
Would they sympathize again and then leave things be?
2 Point out to your students that in the dialogue, Kevin is
actually being proactive and comes up with a solution
himself. Some people, however, tend to focus on the
negative side of things and are unable to solve the
problem. In fact, in some cultures, being explicitly
positive and stating a solution yourself may not be
appropriate. Ask your students to work in pairs and
rewrite the dialogue assuming that Kevin is a person
who really does not want to find a solution – all he
wants to do is complain about the situation.
3 Have a few pairs of students share their dialogues –
they can even role play them in front of the class.
How did their versions of Andy and Max handle the
situation? What did they say? Was it helpful? How did
the dialogue end?
132
1 positive
2 positive
3 negative
4 positive
1 Max: Negative
2 Max: Negative
3 Kevin: Positive
4 Andy: Neutral
5 Max: Neutral
6 Max: Negative
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t Exercise 7 WHAT’S YOUR ANGLE?
Audio Script
1 Ask students to discuss the questions with a partner.
2 Call on students to share their ideas with the class. Ask
them to provide details or examples to support their
opinions.
e CD 3, Track 10
Neil
Exercise 8 INTEGRATE
Read the directions. Tell students to read through all of the
situations before they each choose one that they will use in
a role play.
Chao
Exercise 9 ANALYZE
Put students in small groups. Tell students to work with their
groups to discuss the news they will share and determine
their relationships between each other. Have them decide
on the formality of their interactions and take notes of
phrases they can use during their role play.
Exercise 10 INTERACT
Neil
Read the directions. Remind students to react to each other’s
news. Tell them to practice the role play in their groups.
Exercise 11 IMPROVE
1 Have each group meet with another group. Tell them to
repeat their original role plays for each other and then
evaluate themselves according to the directions.
2 For more practice, have the groups choose a different
scenario from Exercise 8 and do another role play.
3 Remind students to go online so that they can create their
own version of the video.
Elisa
Lesson 10.5 What’s the Risk?
Student Book page 122
Neil
Exercise 1 ACTIVATE
1 Direct students’ attention to the title and the photo. Ask
what they are doing (skydiving). Read the directions and
have them discuss the question with a partner.
2 Call on a student to explain the expression (to
do something risky without worrying about the
consequences).
e Exercise 2 IDENTIFY
1 Read the directions. Ask students to make a two-column chart
with these headings: Activities and Personality Types. Play
the audio and ask them to make a list under each heading.
2 Tell students to compare and discuss their lists with a
partner.
Chao
Neil
Chao
So, I’ve been thinking about personality and whether it
affects our personal choices—especially related to the
type of activities we like doing. It seems obvious to me
that it does. I think people who are outgoing usually
have adventurous hobbies, like outdoor activities and
extreme sports. Things like climbing, bungee jumping,
and mountain biking, for example. At least, they do from
my experience. Outgoing people are more likely to throw
caution to the wind and try new things just to challenge
themselves, aren’t they? Don’t you agree, Chao?
No, not really…it’s an interesting point, Neil, but I’m
not so sure you’re right. I’d say I have a pretty outgoing
personality, but I’m not interested in extreme sports.
I’m not shy—in fact, I love socializing and meeting new
people. I really admire people who rock climb, but I
wouldn’t be brave enough to do it myself. I mean, it’d be
great if it went well, but it’s pretty dangerous. I think the
risk would put a lot of people off doing extreme sports
despite their personality type.
I suppose so, but personally I don’t view climbing
as risky. It’s only dangerous if you do it incorrectly.
You know, with good training and all the right safety
equipment, it’s a very safe activity. Take flying, for
instance, it’s statistically safer than driving, but more
people have a fear of flying than of driving a car.
And others choose to become pilots because they
absolutely love flying. Fear doesn’t even come into it—
they wouldn’t do it if they saw it as risky. That’s where
personality type comes in—the more outgoing you are,
the braver you are. What do you think, Elisa?
Sorry, but I disagree with you. I think it’s the perception
of risk that makes people choose or refuse to try an
activity. Fear very much depends on our assessment
of risk, and that’s based more on personal experience,
especially if we’ve had a negative experience, and not on
personality type. It’s like saying that only thrill-seekers
love chilies. Well, I’m definitely not a thrill-seeker, but I
can eat a hot chili pepper, and I love it! I have a friend
who does parachute jumping, but she always orders the
mildest dish on the menu!
OK, I guess you’ve got a point there, but … I’ve heard
about the theory that there’s a connection between
thrill-seekers and a preference for spicy food.
So have I, but I’ve also heard that the research results are
unreliable.
Really? Are you sure?
Yes, I am. There isn’t enough conclusive evidence to
prove the connection yet.
e Exercise 3 INTEGRATE
1 Tell students to read the items in preparation for listening.
Play the audio and have students complete the exercise.
2 Have the class call out the answers.
Answers
1 C
2 N
3 N
4 E
5 C
e CD 3, Track 10
Answers
Activities
rock climbing, bungee jumping, basketball, flying, mountain
biking, socializing, eating spicy food, parachute jumping
Personality Types
outgoing, thrill seeking
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Speaking
e CD 3, Track 11
Expanding ideas with related points and examples
GO ONLINE
1 Read the information in the Speaking box aloud and ask
students to follow along silently. Check comprehension.
Ask: Why is it a good idea to provide related support and
examples for your main ideas? (It shows that you have
spent time considering your thoughts.)
2 Ask students to identify the main idea in each sample
paragraph (the first sentence). Then ask them to describe
the support for each main idea (paragraph 1 = examples
of adventurous hobbies; paragraph 2 = example of
“outgoing personality” and explanation of why the first
speaker’s theory isn’t correct).
Extra Practice
1 Write the beginning of a main idea on the board:
Students should be allowed to…
2 Put students in groups. Have groups complete the
sentence. Then tell each person in the group to add a
reason or example to support their main idea.
3 Tell the groups to choose a representative to read the
finished product to the class. Have the class vote on
which one is the most convincingly supported.
e Exercise 4 IDENTIFY
Play the audio. Tell students to take notes on the related
points and examples that the speakers use.
e CD 3, Track 10
t Exercise 5 WHAT’S YOUR ANGLE?
1 Put students in small groups. Tell students to go through
each of the ideas in Exercise 3, describe how the speaker
supported it, and then discuss their own thoughts and
examples.
2 Call on students to share their ideas with the class.
More to Say…
Focus: Students practice using intonation to
communicate uncertainty
Grouping Strategy: Groups of 2-4 students
Activity Time: 30 minutes
Ready,
Prepare a blank piece of paper for each group.
Set…
As a class, brainstorm places or situations in which people
might be uncertain, such as a classroom, a shop, a driving
test, a television game show, a tourist on the street of a
foreign city, etc. Create a long enough list so that each
group of students can be assigned a situation.
Go!
1 Put students into small groups.
2 Assign each group one of the brainstormed situations.
3 Give students ten minutes to plan a two-minute
dialogue that contains at least one communication of
uncertainty from each student.
4 Circulate and assist as necessary.
Keep Going!
Have students act their dialogues out in front of the class.
e Exercise 6 IDENTIFY
1 Play the audio and ask students to label the sentences.
Have the class call out the answers.
2 Replay the audio and have students repeat.
Answers
1 S
2 U
3 U
4 S
e CD 3, Track 12
e Pronunciation Skill
Intonation for uncertainty
Exercise 7 PREPARE
GO ONLINE
1 Read the directions. Put students in small groups. Tell
them to read through all of the topics before choosing
one that they will discuss.
2 Ask students to work independently to take notes on the
topic and prepare for the group discussion.
1 Go over the information in the Pronunciation Skill box
and ask students to follow along. Play the audio of the
examples.
2 Have students repeat the examples with sure and unsure
intonation.
3 Write several examples on the board and pronounce
them in different ways. Tell students to raise one finger if
your pronunciation shows certainty and two fingers if it
shows uncertainty. Possible sentences:
I think so.
We have class on Monday, don’t we?
Bob is coming to the meeting, isn’t he?
134
Wide Angle Teacher’s Guide
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Exercise 8 INTEGRATE
Read the directions. Tell the groups to conduct their
discussions. Circulate and make notes of any issues to
address when the groups are finished.
t Exercise 9 WHAT’S YOUR ANGLE?
1 Read the directions. Give students a minute to make notes
in response to the questions.
2 Have the students discuss their notes with the group.
© Copyright Oxford University Press
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Answers
Unit 10 Review
Students’ answers will vary. Sample answers include:
The quote means that science has explained many things about
the world but that there are a lot of things it doesn’t know how
to explain yet.
Student Book page 156
Vocabulary
GO ONLINE Encourage students to go online to listen to
the podcast and add their comments to the discussion
board.
Exercise 1
Answers
Zoom In
6 an idea
7 course
8 implication
9 things
1 something
2 principles
3 thing
4 principles
5 an activity
Exercise 6
Exercise 2
Answers
Students’ answers will vary.
GO ONLINE Encourage students to go online to play the
vocabulary game.
Grammar
Exercise 3
Answers
1 had; been published
2 going to be; convinced
3 will be informed
4 been told; has been confirmed
5 Had; been warned
6 will have been welcomed
1 Read the directions. Tell students to choose one of the
topics and give them a couple of minutes to make notes.
Then put them in small groups and tell them to discuss
the topic. Call on a representative from each group to
share something interesting they heard in their group.
2 Read the directions. Have the class brainstorm ideas of
things they might write about. Tell students to choose one
idea and to work independently to write about it. Remind
them to look back at the Grammar in Context boxes and
the Writing Skill box before they write. Collect and correct
their work or have them share it in small groups.
3 Have the class brainstorm phobias they have heard of.
Tell students to look for an image either by searching for
a specific phobia or feared situation. Tell them to print
out the picture or save it on their phone. Have them sit in
small groups to share and talk about the image.
Exercise 7
Tell students to think about how they did on each of the
tasks in Exercise 6 and to complete the sentences. Circulate
and make a note of which skills students feel they need to
improve. Remind students that they can review the online
activities for any skills they need more practice with.
Exercise 4
Answers
Possible answers:
1 It is thought that the animals could still exist in remote areas.
2 Until recently, it was believed that diesel cars were better for
the environment than cars that run on gasoline.
3 It was agreed that the matter will be investigated thoroughly.
4 The concept is considered to be the most revolutionary in
modern science.
5 The theory is claimed to be new, but it seems similar to what
scientists have always argued.
GO ONLINE Encourage students to go online for further
grammar reference and information and to play the
grammar game.
Discussion Point
Exercise 5
OXFORD REFERENCE
Read the quote aloud. Ask students if they know who Arthur
C. Clarke was. (He was a British science fiction and science
writer, 1917-2008. He is most famous for having co-written
the movie 2001: A Space Odyssey, a classic movie from 1968.)
Have students discuss in small groups what they think the
quote means and whether they agree with it.
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Wide Angle Teacher’s Guide
Unit Overview
11.3 Living Together
Introduction to the unit
The title of this unit – Lifestyle – summarizes the main
themes: the different kinds of lifestyles people live.
In Lesson 11.1, students read an article about different
lifestyles that people choose and discuss their advantages
and disadvantages. In Lesson 11.2, students read an essay
about how green spaces affect the lifestyles of people in
a city. Then they write their own text about the benefits of
public green spaces. In Lesson 11.3, listen to a talk about
the different ways that animals depend on groups for
survival. In Lesson 11.4, teachers use the Real-World English
Strategies to help students understand different ways
of giving and responding to compliments. Lesson 11.5
summarizes what students have learned about the theme
of lifestyle. They listen to a discussion about the advantages
and disadvantages of various lifestyles and then use the
skills they’ve learned throughout the unit to participate in
a group discussion.
Lessons
Reading Skill Understanding reason and consequence
Vocabulary Development Collocations for lifestyle: Verb +
noun; adjective + noun
Grammar in Context have / get something done
• Understand reason and consequence in an article
• Use collocations with lifestyle (Oxford 5000)
• Use have / get something done in a discussion about
lifestyles
11.2 Living the High Life
Writing Skill Using synonyms to avoid repetition
Grammar in Context Intensifying adverbs
• Identify information from a video
• Analyze an essay written in response to a prompt
• Use synonyms to avoid repetition in a text
• Use intensifying adverbs with gradable and non-gradable
adjectives
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4511186_WA_TG5.indb 136
Listening Skill Dealing with longer listening
Grammar in Context Conjunction clauses
• Define and use vocabulary related to living in groups
(Oxford 5000)
• Use pre-listening and note-taking strategies for dealing
with longer listening
• Identify conjunction clauses in a listening
11.4 Nice of You to Say So!
Real-World English Giving and responding to compliments
• Analyze responses to compliments
• Give and receive a variety of compliments
11.5 Pros and Cons
Speaking Talking about advantages and disadvantages
Pronunciation Skill Using intonation to soften language
• Talk about advantages and disadvantages in a discussion
• Use intonation to soften language when expressing
opinions
Resources
11.1 Time for a Change
136
Unit 11 Lifestyle
Class Audio CD 3, Tracks 13–19
Workbook Unit 11, pages 71–77
Oxford Readers Correlations
A Tale of Two Cities (9780194656412)
Teacher's Resource Center
Assessments: Unit test
Class video
English For Real video
Grammar focus
Grammar Worksheets
Oxford Reference Worksheets: upper/lower
Vocabulary cards
Newslea articles
Word list
© Copyright Oxford University Press
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Unit Opener
Student Book page 123
The photo on page 123 shows people standing outside near
some mountains. The photograph relates to the unit theme
and subsequent exercises because it suggests a lifestyle that
includes a mixture of the modern (because of some of the
clothing the people are wearing) and the traditional.
Photographer
Edu Bayer
Edu Bayer is a New York-based award-winning
documentary photographer. With more than 10 years of
experience in several countries, he has worked for most
leading international outlets like The New York Times,
National Geographic, Time, The New Yorker, The Wall Street
Journal, Newsweek, Aljazeera, El País Semanal, Foreign Policy,
Le Monde and The Guardian, among others. He is the
recipient of accolades such as Picture of The Year, Pulitzer
Prize Finalist and Arts for Social Improvement La Caixa. Edu
recently published the books Microcatalalunya about rural
life, and Els fets de l’1 d’Octubre (the events of October 1)
about the independence struggle in Catalonia. He has
shown his photography in exhibits in New York, Berlin,
Budapest, Havana, Hong Kong, Valparaiso, and Barcelona.
Born in Barcelona, Edu studied Chemical Engineering and
also holds a master’s degree from the Danish School of
Media and Journalism.
Unit Snapshot
Maybe not everybody will agree but I think these are the
minimum conditions from where we can evolve as human
beings, contribute to our societies and to be able to enjoy
life. We all should have these and we all should care that
everybody has them too.
There is even more in my list: For example, I could not live
without my friends. They are like family to me, a family you
meet along the way and who becomes your tribe. My friends
are very important to me.
People migrate because of war, poverty, or just to improve
their lives. It has always been this way. Some people will
move to a new place in search of adventure and new
horizons.
But a person’s lifestyle can change even without them
moving anywhere. This could be for a number of reasons,
such as health, change in income, or beliefs. For example,
someone who embraces a vegan diet will stop eating meat;
someone who is out of work might stop taking expensive
trips and spend more time near home instead.
Our lifestyle is a balance between what we want to do and
what we are able to do.
Unit Opener Exercise
1 Read the quotes. Ask students what they know about
Steve Jobs (co-founder of Apple). Have them discuss the
questions in groups.
2 Call on students to share ideas that they had in common
or disagreed about in their groups.
1 Direct students’ attention to the first question. Elicit some
examples of things students associate with the 80s.
Explain that you will discuss this issue in Lesson 11.1.
2 For question 2, elicit students’ ideas. Explain that you’ll
be watching a video about a high-level garden in
Lesson 11.2.
3 For question 3, elicit students’ ideas about why animals
live in groups. Tell them that they will listen to a talk on
this subject in Lesson 11.4.
Real-World Goal
Discussion Questions
Student Book pages 124 – 126
1 Direct students’ attention to the questions below the
picture. Encourage students to offer their opinions and
stress that there are many ways to answer.
2 Optionally, before asking students to answer the
discussion questions, show the photographer video
where Edu Bayer answers some of the questions from his
perspective. Play it for students as many times as needed
to check comprehension and discuss any vocabulary
items.
Answers
By the end of this unit, students will be able to take and
discuss photos that show different lifestyles where they live
because they will have learned skills for analyzing and talking
about different kinds of lifestyles.
Lesson 11.1 Time for a Change
Exercise 1 ACTIVATE
Direct students’ attention to the pictures and the questions.
Put students in small groups and ask them to discuss the
questions. Call on a student from each group to share their
views with the class.
t Exercise 2 WHAT’S YOUR ANGLE?
1 Have the students discuss their choices in the groups. Tell
them to explain their answers.
2 Call on students to share their opinions with the class.
Students’ answers will vary. Sample answers include:
1 Food, shelter, companionship
2 Because they are forced to by circumstance or because they
want to break with tradition
3 My family/friends/community
Exercise 3 ACTIVATE
r Video Script
1 Tell students to quickly read the list of main ideas before
they read the article.
2 Have students read the article and work independently to
number the ideas. Have the class call out the answers.
Three siblings pose for a portrait near their house in a
remote Kurdish village in the Kandil Mountains in Northern
Iraq. They were very welcoming, although they seem to live
with only the most basic necessities.
Read the directions and ask students to discuss the
questions in their groups.
Exercise 4 APPLY
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Exercise 5 IDENTIFY
Answers
5–The couple had a good experience and met many kind people.
3–The people began doing things the way they were done in
the past.
1–The people decided their family was too dependent on
technology.
6–They decided to continue their new lifestyle in their home
country.
4–Their life became more relaxed and easier.
7–Their lifestyle does not affect the environment negatively.
8–They work hard to promote the benefits of the lifestyle.
2–They removed modern technology from their home.
Oxford 5000 words
adopt
affected
alternative
lead
Answers
Understanding reason and consequence
GO ONLINE
1 Read the information in the Reading Skill box and ask
students to read along silently. Check comprehension as
you go as follows:
2 For the linking words, elicit example sentences with the
words students may be less familiar with. For example:
The building was closed due to damage from the storm.
They had never saved much money. Consequently, they were
unable to deal with the emergency when it came.
The officer pulled the car over for speeding. He subsequently
arrested the driver.
The downturn in the economy had an impact on the
company’s sales.
3 After you read the section on identifying reasonconsequence relationships in texts, ask students to think
about a familiar story they’ve read and explain why a
character did what they did and what the consequences
were. For example, Cindarella decided to go to the ball
because the fairy godmother gave her new clothes and the
consequence was that the Prince fell in love with her.
1 Write each of the words from the Reading Skill box on
a card and keep them in three separate piles: 1) linking
words indicating reason, 2) linking words indicating
consequence, and 3) related vocabulary.
2 Put the students in groups. Write a simple main clause
on the board: Carlos moved to China. Give each group
one of the linking words indicating reason and tell them
to use it to add another clause to the one on the board.
Tell them to make it as interesting as possible. Have a
representative from each group read their sentence.
Have the class choose the most interesting one.
3 Repeat the activity with the words showing consequence
and the related vocabulary words and two new main
clauses. For many of these, students will need to write
two sentences rather than adding a dependent clause.
Possible main clauses: Many young people have left the
town and A lot of tourists are coming to this city now.
Wide Angle Teacher’s Guide
4511186_WA_TG5.indb 138
1 Result: The pair made the decision to try this new lifestyle for
a year.
Reason: due to the recognition that their children, then ages 2
and 5, had become addicted to using their smartphones and
tablets.
2 Reason: they were spending hours on these each week
Result: they had lost all interest in playing outside.
Read the directions. Ask students to work independently to
write their answers.
Reading Skill
138
Answers
Exercise 6 INTEGRATE
maintain
support
Extra Practice
Read the directions and give students a minute to find the
sentences and think about their answers. Call on students for
the answers.
Students’ answers may vary. Sample answers include:
1 They changed their house by limiting technology—they
got rid of cable TV, Internet, computers, etc, and had only
technology from the ’80s.
2 Their friends and colleagues found it difficult to understand
their new lifestyle and that Blair and Morgan wanted a quieter
life.
3 They became closer because they talked more.
4 The children amuse themselves better, e.g. playing imaginary
games, and they were less influenced by advertising.
Exercise 7 IDENTIFY
Have students compare their answers to Exercise 6 with a
partner. Call on students to share their answers with the
class.
Exercise 8 INTEGRATE
1 Direct students’ attention to the chart. Explain that some
of the sentences have one missing word and some
have several. Have students work with their partners to
complete the chart.
2 Call on students to read the completed sentences aloud.
Answers
Students’ answers may vary. Sample answers include:
Reasons
Consequences
lived a nomadic lifestyle with
no money while traveling
the way they saw life
changed.
back home, no longer wanted decided to continue living
to spend money in the way
without money
most people do
live in a friend’s house and
their lifestyle has no negative
reuse, share, borrow, and lend effect on the environment
things
believe strongly in the
benefits of their lifestyle
share information about their
lifestyle with others.
© Copyright Oxford University Press
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Vocabulary Development
Grammar in Context
Collocations for lifestyle: Verb + noun; adjective + noun
have/get something done
GO ONLINE
GO ONLINE
1 Direct students to read the information in the Vocabulary
Development box.
2 Check comprehension. Ask students what collocations
are (words that go together) and why it’s important to
learn them (because bad collocations sound odd to native
speakers).
1 Direct students to read the information in the Grammar in
Context box silently as you read it aloud.
2 Elicit some examples of things they have or get done. For
example, I get my car repaired, I have my hair done, I get my
teeth cleaned.
3 For additional information, see the Grammar focus on
page 169.
Extra Practice
1 Give each student one of the interview questions below.
Have you ever adopted a new lifestyle?
What kinds of things affect your lifestyle?
Would you be interested in an alternative lifestyle?
What do you do to maintain your lifestyle?
How do you support your lifestyle?
Would you enjoy a nomadic lifestyle?
2 Have students walk around the room asking and
answering their questions.
3 After every student has talked to three or four people,
have them sit down. Call on students to share something
they learned about one of their classmates.
Exercise 9 INTEGRATE
1 Read the directions. Elicit the answer to number 1. Ask
students to find the collocation adopt + lifestyle in the
article (first paragraph).
2 Have students work independently to complete the
exercise. Remind them to check their answers in the
article. Elicit any questions when they’ve finished.
Answers
4 hectic
5 nomadic
6 maintain
1 Give a copy of the grid below to each student. Tell them
to walk around the room asking the questions. When
they get a “yes” answer, they should write the person’s
name in the box. When a student gets all of the boxes
filled, he or she should say, “Finished!”
Have you ever
gotten your car
washed?
Do you lead an active lifestyle?
1 adopt
2 affected
3 alternative
Extra Practice
7 support
8 leading
Exercise 10 IDENTIFY
1 Read the directions. Tell students to work with a partner
and list their answers.
2 Call on students for the answers.
Answers
lifestyle + verb
adopt a … lifestyle; lifestyle affected by…; maintain their …
lifestyle; support their … lifestyle; lead a … lifestyle
adjective + lifestyle
alternative lifestyle; hectic lifestyle; nomadic lifestyle; moneyless
lifestyle
Exercise 11 INTEGRATE
1 Read the directions. Give students time to complete the
sentences on their own.
2 Have students share and discuss their answers with a
partner.
3 Call on students to share something they had or didn’t
have in common with their partner.
Have you
Have you ever
ever had your
had a cavity
breakfast made? filled?
Have you ever
had clothes drycleaned?
Have you
ever had your
temperature
taken?
Have you ever
had a computer
repaired?
Have you ever
had someone
clean your
house?
Have you
ever had an
appliance
repaired?
Have you ever
had a piece of
clothing made?
Have you ever
had your shoes
repaired?
Have you ever
had your picture
taken?
2 Call on students to make statements about the people
whose name they have written. (For example, Sara has
gotten her car washed.) Encourage other students to ask
follow-up questions.
Exercise 12 APPLY
1 Read the directions. Have students work independently
to rewrite the sentences. Call on students to read the
completed sentences aloud.
2 Ask students to discuss the sentences with a partner. Call
on students to share which ones they agreed with or were
true for them.
Answers
1 It’s easy to get my point of view across regarding my lifestyle
to my friends.
2 To avoid waste, I usually have things repaired rather than buy
something new.
3 For example, I get my torn clothes mended when they get
ripped.
4 I also get my electronics fixed.
5 To avoid fast food, I usually have all of my food cooked for the
week.
6 This means I have to plan in advance and get all of my
grocery shopping done in one day.
7 I have my shopping lists prepared, so I don’t buy things I don’t
need when I go to the store.
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Have you ever
had your hair
cut too short?
Level 5 Unit 11
139
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t Exercise 13 WHAT’S YOUR ANGLE?
Video Script
1 Read the directions. Ask students to discuss the questions
in groups.
2 Call on a representative from each group to share things
that they agreed or disagreed about.
r The High Line
Lesson 11.2
Living the High Life
Student Book pages 127 – 129
Exercise 1 ACTIVATE
Read the directions and direct students’ attention to the
photos. Point out that the directions refer to “this urban
green space” because all of the pictures are of the same
place. Elicit descriptions of the photos.
Exercise 2 INTERACT
Read the directions. Put students in groups and ask them
to discuss their ideas. Call on students to share the most
persuasive arguments from their groups.
r Exercise 3 NOTICE
Play the video. Elicit students’ answers to the questions.
r The High Line
r Exercise 4 IDENTIFY
1 Direct students to read the questions in preparation for
viewing. Play the video and ask them to note their answers.
2 Have students compare their answers with a partner. Call
on students for the answers.
Answers
1 In New York (it runs from Gansevoort Street in the original
meat-packing district of Manhattan to the neighborhood
of Chelsea in the north; it’s a place where New Yorkers can
escape the noise of the city and enjoy some peace and quiet.
2 The High Line was built in 1847; it was initially used to
transport meat (from the meat-packing district in Manhattan),
milk, and other goods / products.
3 Disadvantages of the original High Line: It was dangerous;
it needed to be guarded by men on horseback (“Westside
Cowboys”); there were many accidents.
4 In the early 1960s, highways became popular and therefore
the High Line was no longer needed. Half of it was
demolished and the other lay abandoned.
5 The High Line was abandoned for 20 years.
6 The High Line was developed in 1999 when the group
Friends of the Highline decided to make it into a public green
space.
7 The authorities estimate that the development of the High
Line has generated $2 billion for the city. The roads around
the High Line are nicknamed “Architects’ Row” because so
many new businesses and developments are springing up
there to be close to the High Line; It is now one of New York’s
most popular tourist destinations; due to its success, Chicago,
Philadelphia, and St Louis are also looking at developing
abandoned structures.
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This is the High Line, a mile-long elevated park that runs through
Manhattan’s lower west side. Stretching from Gansevoort Street
in the meatpacking district to the neighbourhood of Chelsea in
the north, the High Line is a place where New Yorkers can escape
the noise of the city and enjoy some peace and quiet. But it wasn’t
always like this. In fact, the High Line was once home to one of the
most important train lines in Manhattan. The first train track was
built here in 1847. It was so dangerous that men on horseback known as ‘West Side Cowboys’ - had to police the track. However,
there were still a lot of accidents because the track was built by the
side of the road. In order to stop these accidents the track was raised
three-storeys above the street. For almost three decades the railway
transported meat, milk, and plenty of other manufactured products.
But by the early 1960s highways were replacing railways. The railway
wasn’t needed and so about half of the track was demolished. The
other half of the track was closed in 1980. For over twenty years it
lay abandoned, home only to a variety of plants and small animals.
Then, in 1999, the group ‘Friends of the High High Line’ decided that
the best use for the track was to develop it as an open space, one
which could be used by all of the local community and its visitors.
Yet much of the park is new and modern. There are lots of different
art installations in various parts of the park. There is a skydeck
where visitors can enjoy views of the city. There are lots of places
where people can meet friends, have a spot of lunch or just relax.
This redevelopment of the High Line has been a huge success. The
city authorities estimate that the transformation from wasteland
to walkway has generated $2 billion in new development. In fact,
the roads running along both sides of the Line have been called
‘Architects Row’ because so many new developments are being
built there. New York Magazine even renamed the neighborhood
around the park “The High Line Neighborhood.” This “park in the sky”
is already one of the most popular tourist destinations in the city.
The project has been so successful that other cities such as Chicago,
Philadelphia, and St. Louis are looking at their own old structures to
create their own “miracle in Manhattan.”
t Exercise 5 WHAT’S YOUR ANGLE?
1 Conduct a class brainstorm of the public spaces in your
town or city. Write the names of the places on the board.
2 Group students. Ask them to think about the places on
the board and discuss the questions.
Exercise 6 INTERACT
1 Read the essay question. Tell students to think about how
a writer would respond to it and discuss questions 1 and 2
with a partner.
2 Call on students to share their ideas with the class.
Answers
1 The change from abandoned urban area to public green
space.
2 The writer should include information and facts about the
benefits to the economy that were mentioned in the video
including the $2 billion of revenue; increased tourism; the
boom in development of new businesses it has brought to
the area.
Exercise 7 IDENTIFY
1 Tell students that they are going to read an essay written in
response to the question in Exercise 6. Have them read the
essay. Tell them to note any vocabulary questions for later.
2 Have students discuss the questions with a partner. Call
on students to share their opinions with the class.
© Copyright Oxford University Press
5/10/19 1:30 PM
Writing Skill
Answers
Using synonyms to avoid repetition
GO ONLINE
1 Direct students to read the information in the Writing Skill
box, or have students read along silently as you read the
information.
2 Point out the color-coded words. Ask students what
significant and considerable mean, and if they know
any other synonyms for those words (large, important,
substantial, sizable). Do the same with benefit and boost
(advantage, profit, good, gain).
3 Remind students that while it is good to use synonyms,
it’s also important to watch out for collocations. There are
times when a word with a similar meaning will not work in
the context.
Extra Practice
1 Write this list of words on the board:
amazing
anger
answer
begin
destroy
fear
happy
strange
wrong
2 Put students in groups. Ask the groups to work together
to write a list of sentences, using one of the words in
each sentence.
3 Have the groups pass their sentences to another
group. Tell students to rewrite each of the first group’s
sentences using a synonym for the word from the board.
Remind them that the synonym should be the same part
of speech as the original word. Allow them to look up
synonyms as necessary.
4 Have a representative from each group read the two
versions of each sentence for the class. Discuss whether
the synonym changes the meaning of the sentence at all.
Exercise 8 IDENTIFY
inhabitants—residents
chance—opportunity
beneficial—good (for)
lifestyles—life
abandoned—forgotten
develop—improve
Exercise 10 ASSESS
1 Read the directions. Have students discuss the questions
with a partner.
2 Elicit any questions about the synonyms.
Grammar in Context
Intensifying adverbs
GO ONLINE
1 Direct students to read the information in the Grammar in
Context box silently as you read it aloud.
2 Stop after the section on gradable adjectives & adverbs
and elicit any more samples that students can think of.
(For example, extremely difficult, fairly easy, somewhat
surprising.)
3 After the section on non-gradable adjectives, elicit more
examples from the class. (For example, totally perfect,
absolutely freezing).
4 For additional information, see the Grammar focus on
page 169.
Extra Practice
1 Copy this grid on the board or distribute it to small
groups:
Adverb
Adjective
absolutely
particularly
a little
extremely
completely
difficult
perfect
strange
awful
intelligent
Bold word
Synonym
make
generated
2 Tell students that the first group to write five correct
sentences is the winner. They must use an adverb from
the left with an adjective from the right, but point out
the words are not matched up correctly in the grid.
3 When a group has five sentences, have them read them
to the class. If all of the combinations are used correctly,
they are the winners. If not, they are eliminated and
the other groups continue writing sentences until
someone wins.
money
dollars
Exercise 11 IDENTIFY
in demand
requested
desirable
attractive
abandoned
disused
1 Read the directions. Have students work independently to
find the adverb + adjective combinations.
2 Call on students for the answers.
1 Read the directions. Have students work independently to
complete the exercise.
2 Call on students for the answers.
Answers
Answers
Exercise 9 INTEGRATE
1 Ask students to read the first two sentences of the text
and identify a synonym for inhabitants from the box.
2 Have students work independently to complete the
exercise.
absolutely essential
quite considerable
particularly positive
particularly attractive
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Exercise 12 APPLY
1 Read number 1 and elicit the answer. Have students work
independently to complete the exercise.
2 Call on students for the answers. Ask them to explain their
choices.
Answers
1 a
2 b
3 b
4 a
Exercise 13 PREPARE
Read the topic and planning steps aloud. Tell students to
take some time to make notes in response to each step, but
not to begin writing their essays yet.
Exercise 14 WRITE
Exercise 4 APPLY
1 Ask students to name the animals in the pictures (gorilla,
Cape wild dog, penguin, lion). Elicit a statement about
one of the animals using a word from Exercise 2. (For
example, Larger gorillas usually have higher status.)
2 Have students discuss the animals with a partner. Call on
volunteers for sample statements using the vocabulary.
Listening Skill
Dealing with longer listening
GO ONLINE
Ask students to write their essays, referring to their notes
from the previous exercise. Remind them to use synonyms
rather than repeated words where possible.
Exercise 15 IMPROVE
Read the checklist aloud. Ask students to look through their
essays and make corrections as necessary before they check
off the items on the list.
Exercise 16 SHARE
1 Have students exchange essays with a partner and discuss
how similar their views are.
2 Call on students to share what they had or didn’t have in
common with their partners.
Lesson 11.3
2 Have students share their answers with a partner. Call
on students to share one thing they learned about their
partners.
Living Together
Student Book pages 130 – 131
Exercise 1 ACTIVATE
Read the directions and ask students to discuss the question
with a partner. Tell them to consider friends, family, and more
formal relationships.
Exercise 2 VOCABULARY
1 Read the information in the Listening Skill box aloud and
ask students to read along silently.
2 Check comprehension. Ask: What should you do before
you listen to something long? (preview the topic, write
questions, structure notes) What should you do when you
take notes? (use bullet points and abbreviations)
Extra Practice
1 Choose an informative article on a familiar topic to read
aloud to the students, for example, the Wikipedia entry
on a place, person, or event in the country where you are
teaching.
2 Tell students the topic of the article. Put them in groups
and give each group a large, poster-sized sheet of blank
paper and a marker. Ask the groups to work together to
write questions that they think you will answer when
you read the article.
3 Display the questions in front of the class.
4 Read the article aloud and have the class decide which
group wrote the set of questions that would have been
the most useful for taking notes.
Exercise 5 IDENTIFY
1 Read the directions. Ask students to work with a partner to
write three questions they think the talk will answers.
2 Elicit sample questions from the class.
1 Read number 1 aloud and ask students to identify the
word or phrase from the box that matches each definition.
Have students work independently to complete the rest
of the exercise.
2 Have students compare their answers with a partner. Then
call on students for the answers.
e Exercise 6 INTEGRATE
Answers
Thank you for being here for tonight’s talk! I think you will enjoy it;
it’s an interesting topic. When I’ve introduced the main themes, I
hope you’ll join in the discussion afterward. as usual. In case some
of you can’t stay, I’ve put some useful links for further reading on the
website…
OK, so this topic is something that most of us—all of us in fact,
even those of us who live here in the city—probably see every day.
It’s so…usual, so normal that it passes unnoticed—you may never
have thought about it. What I’m talking about is animals gathering
together in groups. By animals, of course, I include mammals, fish,
insects, birds…so you can see that this behavior can be observed
anywhere. Now, the question is why do so many animals gather in
groups? Why do mosquitoes fly in swarms? Why do flamingos travel
together? Why do wild dogs live and hunt in packs? And scientifically
speaking the questions are actually very challenging. After all, being
with other animals of the same type puts them into a competitive
1 join in
2 get along with
3 exclude
4 status
5 depend on
6 split up
7 gather
8 Identify with
Oxford 5000 words
status
split up
gather
join in
exclude
identify with
depend on
t Exercise 3 WHAT’S YOUR ANGLE?
1 Give students time to complete the sentences so that
they are true for them.
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4511186_WA_TG5.indb 142
1 Play the audio. Read the directions and tell students to
adjust their questions.
2 Call on students to share the changes they made.
Audio Script
e CD 3, Track 13
© Copyright Oxford University Press
5/10/19 1:30 PM
situation, with competition to breed, to feed…and another point is
the sheer diversity of size of the actual animals and the size of the
groups. Another variable is how long the group stays together. So
you can see that it isn’t easy to make general points with so many
variable factors to consider.
Exercise 8 APPLY
e Exercise 7 IDENTIFY
Students’ answers will vary. Sample answers include:
3 pred
5 indiv
1 gp
2 anl
4 mbr
OXFORD REFERENCE
Play the audio. Call on students to share which of their
questions were answered and how they were answered.
Audio Script
e CD 3, Track 14
Read the directions. Have students plan their abbreviations
with a partner.
Answers
Exercise 9 INTEGRATE
But let’s try anyway…after all, certain themes are identifiable
from the literature. Before we go on to them, though, two general
points…one is that this gathering of a group either can take place
as a deliberate choice or may be outside the control of the animal.
Let’s consider an example. While it is clear that birds in some ways
choose to fly together when they migrate, other life forms, such as
tiny, newly hatched squid, are powerless to stop their distribution by
ocean currents—they are not making a choice. And secondly, bear
in mind that there are benefits of being together but also costs, or
disadvantages. So, researchers have to consider how the benefits
outweigh the costs in each case. After all, unless the benefits do
outweigh the costs, the animals wouldn’t exhibit this behavior. It
isn’t just that they get along with each other—there has to be an
overall survival advantage.
Well, the first reason I will give for the fact that so many animals
get together is the obvious one, if you think about it—food.
Animals tend to gather around food—we can identify with that,
can’t we? Basically, in nature, as soon as a good source of food
is identified, groups of both related and unrelated animals will
arrive. This behavior is seen in all kinds of animals, from gorillas to
meerkats. The size and number of groups will actually depend on
things like how much food there is, how easy it is to defend, and how
spread out the it is—more on that later. Another such basic need
is heat. That’s why we see penguins gathered together, basically to
keep each other alive by keeping each other warm.
In terms of being attacked by predators, forming a group may seem
on the surface to be a poor choice. After all, wouldn’t it make it more
attractive for a lion, for example, to be faced with a large group of
antelope? All that choice of dinner? From the point of view of the
prey, however, it’s not a bad choice. After all, the more there are in
the group, the less likely they are to be the one the lion will choose
to attack. With each additional member, the chance of being chosen
decreases. A single fish, say, may have no chance against a larger
predator, which is why predators often try to split up a group…and
an animal that is excluded from a group is often in greater danger.
Now, thinking of the physical position within the group, animals
in the center may seem safer than the ones on the edge of the
group, but this isn’t always the case….to understand this, think of a
predator as having a “danger zone.” Any animal anywhere within this
zone is in danger. The faster the predator, the larger the danger zone,
and animals in the center can actually be in as much danger as one
on the edge of the group, although their position may look safer.
Another “safety feature” of being in a group is the fact that a group
naturally has a greater number of eyes and ears than an individual
does, which makes it more likely for a predator to be spot, a predator
to be spotted—so the individual members of the group not only
assist each other, they really do depend on each other for survival.
The ability to detect predators quickly is often the key to survival for
any group. Not only that, models designed to show the behavior of
animals in groups predict that as group size increases, individuals
spend less time detecting predators and more time actually foraging
for food, another key to survival.
Now, another area that scientists have studied is the effect of the
status of an individual animal within the group...
1 Direct students to read the outline in preparation for
listening.
2 Play the audio and tell students to take notes.
3 Have students compare notes with a partner and make
adjustments.
4 Replay the audio and ask students to finalize their notes.
5 Have students compare their finalized notes with a
different partner.
6 Ask students if there were any significant differences
between their and their partner’s notes.
t Exercise 10 WHAT’S YOUR ANGLE?
Ask students to discuss the questions with a partner. Call on
students to share their ideas with the class.
Grammar in Context
Conjunction clauses
GO ONLINE
1 Read the information in the Grammar in Context box
aloud and ask students to read along silently.
2 After each sample sentence, elicit another example with
the same conjunction in the same position from the class.
For example:
When class is over, I go home.
Unless it is raining, we eat lunch outside.
As soon as I get home, I start working on my homework.
I start working on my homework as soon as I get home.
Tonight, I will watch TV while I eat dinner.
3 For additional information, see the Grammar focus on
page 169.
Extra Practice
1 Put students in pairs. Tell each pair to take out a
clean sheet of paper and write only the first clause
of a sentence beginning with when. Have them pass
the paper to another pair, and tell them to finish the
sentence they receive by adding another clause. Then
tell them to start a new sentence (writing only one
clause) beginning with until, and then pass the paper
to another pair to finish. Continue until the students
have used all of the conjunctions in the Grammar in
Context box.
2 Have pairs read through all of the sentences on the
paper they end up with. Elicit any questions or doubts
about the sentences.
e Exercise 11 IDENTIFY
1 Read number 1 and have the class call out the answer. Ask
students to work independently to complete the rest of
the exercise.
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2 Play the audio and have students check their answers.
Elicit any questions from the class.
Scene 1
Answers
1 When
2 In case
Video Script
r English For Real Video Unit 11
3 unless
4 as soon as
5 While
e CD 3, Track 15
1 When I’ve introduced the main themes, I hope you’ll join
in the discussion afterward, as usual.
2 In case some of you can’t stay, I’ve put some useful links
for further reading on the website.
3 After all, unless the benefits do outweigh the costs, the
animals wouldn’t exhibit this behavior.
4 Basically, in nature, as soon as a good source of food is
identified, groups of both related and unrelated animals
will arrive.
5 While it is clear that birds in some ways choose to fly
together when they migrate, other life forms, such as
tiny, newly hatched squid, are powerless to stop their
distribution by ocean currents.
Exercise 12 INTEGRATE
t Exercise 13 WHAT’S YOUR ANGLE?
1 Read the directions. Put students in groups to discuss their
sentences from Exercise 12.
2 Ask students who the most persuasive person in the
group was.
Lesson 11.4 Nice of You to Say So!
Student Book pages 132 – 133
Exercise 1 ACTIVATE
1 Read the title. Ask the students when people use this
expression (after they receive a compliment).
2 Seat students in groups and ask them to discuss the
questions. Call on students to share their answers with the
class.
Exercise 2 ASSESS
1 Direct students’ attention to the video stills. Ask them
what the characters are doing (looking at art).
2 Read the directions. Have students discuss the questions
with a partner. Call on students to share their ideas with
the class.
Kevin
Max
Kevin
Max
Kevin
Max
Kevin
Max
Kevin
Max
Kevin
Max
Kevin
Max
Scene 2
Kevin
Andy
Kevin
Max
Andy
Max
Kevin
Andy
Max
Hey, Max! Wow…what’s going on in here...?
Hi Kev. Erm, it’s for an art competition.
Cool! Is that … England?
Yeah, that’s a river near where I grew up.
Wow. Hey, that’s REALLY good!
Thanks, Kevin… That’s a nice compliment. I know you
aren’t a fan of art.
I mean it! The colors are incredible. Is the scenery really
that … vivid?
Yeah… those colors are true to life.
And that’s yours as well? Awesome! It’s great!
I’m glad you like it.
You must have put a lot of work into these.
Yeah. It’s been a lot of work… and so stressful.
Well... you’ve got my vote.
Thanks. I need it. Because Dave and his fan club are here.
Hey! You made it.
Just in time!
So, what do you think of Max’s work? It’s great, right?
Aw… really Kevin. I wouldn’t say that.
Well, that one looks amazing!
Really?
Come on Max, take credit for your great work!
Uh, right! And I hope you win by TONS of votes.
Thanks, Andy, but I’m not sure my work is as popular as
Dave’s.
Real-World English
Giving and responding to compliments
1 Read the information in the Real-World English box aloud,
modeling the intonation of the compliments and the
ways to respond to compliments. Explain the meaning of
get into the swing of (get used to).
2 Ask students if similar strategies for receiving compliments
are used in their language or culture.
Extra Practice
1 Write a compliment on the board: You’ve been doing a
great job in class lately!
2 Put students in groups. Tell each group to write
four different responses to your compliment: 1) an
elaboration, 2) a return of compliment, 3) an evaluation,
and 4) a downgrade.
3 Have a representative from each group share their
“elaboration” response. Discuss any problems with the
language and which group’s is most effective. Repeat
with the other responses.
r Exercise 3 IDENTIFY
Give students a moment to preview the questions. Play the
video. Then call on students to answer the questions.
Answers
1 Kevin tells Max he thinks his painting is really good.
2 Max responds by saying that Kevin gave him a nice
compliment.
3 Andy points to one painting and says it’s amazing.
4 Max is in disbelief and says, “Really?”
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Real-World English Strategies
How people respond to compliments depends not
only on their personality, but also on their cultural
background. For example, in some cultures, people
may receive a compliment by reinforcing what the
other person said, whereas in other cultures, they
tend to downgrade the compliment. Responding to a
compliment in a way that is not culturally appropriate
may lead to some awkwardness.
1 Present the students with the following two scenarios
and ask to walk around the room complimenting the
other students in class. Some examples may include:
You cooked dinner for your friend. You put a lot of effort
into it, and your friend seems impressed.
You changed your haircut drastically. You run into an
acquaintance who comments on it.
2 Regroup the class. What compliments did your students
receive? How did the other people’s reactions make
them feel? Was it an expected response, or was it a bit
awkward? Why?
3 Together with your students, classify the responses
using the categories from the Real-World English
box on page 132 (compliment elaboration, return of
compliment, compliment evaluation, compliment
downgrade). Talk about how other students reacted to
these responses and why.
Exercise 4 ANALYZE
1 Read the directions. Ask students to work through the
exercise with a partner.
2 Call on students for the answers.
Answers
1 C compliment evaluaton
2 A compliment elaboration
3 A compliment elaboration
4 D compliment downgrade
5 D compliment downgrade
Exercise 9 IMPROVE
Have students walk around the class complimenting and
responding to compliments. End the activity when everyone
has spoken to at least three people.
Exercise 10 EXPAND
1 Put students in groups. Ask them to discuss the questions.
Tell each group to choose a facilitator who will make sure
that everyone participates.
2 Call on students to share the most interesting ideas from
their group.
3 Remind students to go online to create their own version
of the video.
Lesson 11.5
Pros and Cons
Student Book page 134
Exercise 1 ACTIVATE
Direct students’ attention to the title and ask them what it
means. Read the directions and elicit answers from the class.
Tell them to list pros and cons of each living situation.
e Exercise 2 IDENTIFY
Read the directions. Play the audio and call on a student for
the answer to the question.
Answer
the countryside / a rural community
Audio Script
e CD 3, Track 16
Yuki
Marco
Yuki
Hi Marco. Hi Emma. Good to see you both!
You too, Yuki. What’ve you been up to?
Oh, you know…this and that…well, actually, I’m fed
up with my life. I’m just so bored with things, and I’m
thinking of making a big change. I might move out of
town, you know, go and live in the countryside. Join the
rural community!
t Exercise 5 WHAT’S YOUR ANGLE?
e Exercise 3 INTEGRATE
1 Go over the directions. Ask students to discuss the
questions with a partner.
2 Call on students to share their ideas with the class.
1 Read the directions. Play the audio and ask students to
discuss the questions with a partner.
2 Call on students for the answers.
Exercise 6 PREPARE
Answers
1 Read the directions. Tell students to choose a situation.
2 Take a hand vote to see how many students chose each
situation and to ensure you have a variety. Tell students
to write two or three possible compliments they might
receive.
Exercise 7 APPLY
Read the directions. Tell students to prepare the compliment
responses for the situation they chose from Exercise 6 and to
prepare at least one compliment for all of the other situations.
Advantages
Could get help from the local community
Can socialize without spending lots of money
Simpler life
Outdoor life
Slower pace of life
Disadvantages
Feel lonely
No escape from neighbors
Boring
Not much to do
Lack of social life and cultural experiences
Exercise 8 INTERACT
Read the directions. Have students work with a partner.
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Audio Script
Speaking
e CD 3, Track 17
Talking about advantages and disadvantages
Yuki
Marco
Yuki
Emma
Yuki
Emma
Marco
Yuki
Emma
Yuki
Emma
Marco
Yuki
146
Hi Marco. Hi Emma. Good to see you both!
You too, Yuki. What’ve you been up to?
Oh, you know…this and that…well, actually, I’m fed up
with my life. I’m just so bored with things, and I’m thinking
of making a big change. I might move out of town,
you know, go and live in the countryside. Join the rural
community!
Really? You, Yuki? I thought you loved city life—you’re
such an urbanite!
Yes, I suppose I am—well, to be honest, I was. I’ve
always thought the fact that fewer people live in rural
communities was because there are more disadvantages
than advantages. But now I’m thinking that my
assumption,–or prejudice I guess,–may be wrong. I think
the main disadvantages would be that if I lived in a small
town or village with a very small population, I might feel
lonely…but actually, I like being alone! So, it wouldn’t be a
disadvantage, would it?
Mmm. Well on the one hand, sure, you might be lonely,
but don’t forget that if you move to a small community,
there will be no escape from your neighbors. I mean, they
might not live right next door, but everyone will know
everything about you—if you have an appointment, get
an important-looking letter in the mail, go to the doctor,
have an argument with someone, everyone will know
about it within 24 hours, won’t they? I mean, you won’t
be able to have any secrets, will you? I think it would be
absolutely awful!
That’s for sure! It would be a definite negative for me. But
where are you thinking of going? And what would you do
for work?
Well, you know, I can do my work anywhere—I don’t need
to be in town. I haven’t found anywhere yet—I haven’t
even started looking—it’s just an idea. Emma, you did
make a good point there. But then again, I think that
everyone knowing everyone else’s business could also be
a positive. For instance, imagine you were unwell or you
needed help with something. You’re much more likely to
get help from the people around you in a rural area than
you would in a city. In cities, people are just too busy and
stressed to help each other out.
I think that’s a bit unfair. I mean, people in cities are
often busy, but that doesn’t mean they don’t help each
other. I think people who live in cities are actually more
connected and have better social networks. Personally, I’m
sure I’d find living a rural lifestyle incredibly boring. There’s
not so much to do—I’d miss going out, seeing movies,
eating in restaurants, shopping…sorry to sound negative.
I’m just being honest!
Maybe you’re right, Emma, but I don’t actually find those
things very interesting. In a rural area, I’ll be just as likely
to meet up with people and have fun, don’t you think? OK,
there might not be fancy restaurants, but don’t we enjoy
eating out because we’re socializing rather than because
we’re spending money?
Perhaps that’s true, but I do like a nice meal in a restaurant.
The lack of social life and opportunities for…I don’t know,
cultural experiences would be a big downside for me. I
think I’d be completely miserable in a rural community.
Yes, I suppose that would be a disadvantage for many
people. I said I wouldn’t like to live so close to people
who knew everything about me, but, actually, the idea of
living a rural lifestyle is quite appealing to me. I’d love to
have a simpler, more outdoor lifestyle. It’d be so nice to
have a slower pace of life. You know, less rushing around,
worrying about work deadlines. Urban life is extremely
stressful, and I’d be happy to swap it for a rural lifestyle any
day…provided the neighbors gave me a bit of space to do
my own thing!
Mmm I like the idea that in a rural community I’d be quite
cut off from the rest of the world and that means...
GO ONLINE
1 Read the information in the Speaking box aloud. Pause
after each section as follows:
2 For number 1: Remind students of some of the pros and
cons they mentioned in Exercise 1. Ask them to restate the
ideas using the other expressions.
3 For number 2: Have students restate the same ideas again,
this time using the contrast words.
4 For number 3: Call on students to relate the previously
mentioned ideas to their own preferences.
5 For number 4: Call on different students to talk about their
own preferences using the softening language.
Extra Practice
1 Put students in groups. Write an easy topic on the board,
such as studying English online. Tell the students to take
turns making statements about the topic. Each person
needs to use a different expression from the Speaking
box.
2 After a minute or so, write a new topic on the board.
Repeat the activity. Tell students the goal is to use all
of the expressions in the Speaking box. Possible topics:
going to college in a different country
working while going to school
taking notes on a laptop
e Exercise 4 IDENTIFY
1 Read the directions. Have students work with a partner to
complete the sentences.
2 Play the audio and ask the students to check their
answers.
Answers
1 On the one hand, sure, you might be lonely, but on the other
hand, if you go to a small community, there will be no escape
from your neighbors.
2 It would be a definite negative for me.
3 But then again, I think that everyone knowing everyone else’s
business could also be a positive.
4 Personally, I’m sure I’d find living a rural lifestyle incredibly
boring.
5 I’d love to have a simpler, more outdoor lifestyle. It’d be so
nice to have a slower pace of life.
e CD 3, Track 18
Exercise 5 IDENTIFY
1 Read the directions. Have the class call out the function
for number 1 (showing contrast).
2 Have students share their ideas in groups or with a
partner.
Pronunciation Skill
Using intonation to soften language
GO ONLINE
1 Read the information in the Pronunciation Skill box and ask
students to read along silently. Model the intonation and
have students repeat the example language in the box.
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2 Write a direct statement of opinion on the board, for
example, That’s not a good idea. Call on students to restate
it with softened language and intonations.
Extra Practice
1 Write several direct statements on the board:
Don’t arrive late.
The meat needs to be cooked more.
The assignment is too difficult.
2 Tell students to work with a partner to soften the
statements.
3 Call on students to share their softened versions with the
class. Discuss which ones sound the most polite.
More to Say…
Focus: Students practice using intonation to soften
language.
Grouping Strategy: Changing pairs
Activity Time: 15 minutes
Ready,
Prepare a blank index card or slip of paper for each
student.
Exercise 7 PREPARE
Elicit the various lifestyles that you’ve discussed in the unit.
Tell students to choose one of them and make a list of
advantages and disadvantages. Tell them to consider the
language from the Speaking box as they prepare.
Exercise 8 INTERACT
Read the directions. Have students share their ideas with a
partner.
Exercise 9 INTEGRATE
1 Have students form groups that do not include their
original partner. Tell the groups to discuss the advantages
and disadvantages of the lifestyle they’ve prepared to talk
about. Encourage them to respond to each other’s ideas
rather that giving a series of speeches.
2 Call on students to share some persuasive points that they
heard in their groups.
t Exercise 10 WHAT’S YOUR ANGLE?
Call on students to share the phrases and intonation they
use to soften statements in their own languages.
Set…
1 Hand out the index cards.
2 Have students write the prompt, What do you think
about…? on their card.
3 Give them 1-2 minutes to complete the prompt with
a question that they find interesting or, if the class
environment permits, slightly controversial.
4 Tell students they will meet with several other students
and take turns asking and answering each other’s
questions. Point out that even when we are asked
questions about our views, we often don’t answer
directly with our opinions in English.
Go!
1 Have students stand up and walk around the classroom
meeting with different partners.
2 Remind them to use intonation to soften their
responses to avoid sounding too direct.
e Exercise 6 IDENTIFY
1 Ask students to read the sentences and mark the ones
with softer language.
2 Play the audio and ask students to mark the intonation.
3 Replay the audio and have students repeat
the sentences.
Answers
1 I think that’s a bit unfair.
2 Maybe, but some people might not find those things very
interesting.
3 Perhaps that’s true, but I do like busy cities.
4 On the one hand, you like it, but on the other hand others
don’t.
e CD 3, Track 19
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Zoom In
Unit 11 Review
Exercise 7
Student Book page 157
Vocabulary
Exercise 1
Answers
1 adopt
2 nomadic
3 hectic
4 maintain
5 busy
Exercise 2
Answers
1 get on with
2 identify with
3 exclude
4 gather
5 depend on
6 status
7 join in
8 split up
Exercise 3
1 Give students a minute to think and make notes about the
topic. Put students in small groups to discuss their ideas.
2 Have students work independently to write their articles.
Collect and correct their work or put students in small
groups to provide each other feedback. Direct the group
members to tell each writer which ideas they found the
most interesting.
3 Have students do an image search for a particular animal
that interests them. Tell them to print out the picture or
save it on their phone. Have them sit in small groups,
show the image, and talk about the animal.
Exercise 8
Tell students to think about how they did on each of the
tasks in Exercise 7 and to complete the sentences. Circulate
and make a note of which skills students feel they need to
improve. Remind students that they can review the online
activities for any skills they need more practice with.
Answers
Students’ answers will vary.
GO ONLINE Encourage students to go online to play the
vocabulary game.
Grammar
Exercise 4
Answers
Students’ answers will vary.
Exercise 5
Answers
1 Karl had his laptop stolen.
2 Where did you get your hair cut?
3 I had to get someone to take my tooth out.
4 We got the decorators to paint and decorate the house.
5 He often gets someone to help with the cooking.
GO ONLINE Encourage students to go online for further
grammar reference and information and to play the
grammar game.
Discussion Point
Exercise 6
OXFORD REFERENCE
Read the quote aloud. Tell students that Edmund of
Abingdon was a 13th century archbishop of Canterbury. Have
them discuss the quote in groups. Call on students to share
their ideas with the class.
Answers
Students’ answers will vary. Sample answers include:
It means that you should study as many topics as in-depth as
you can, but you should live life fully.
GO ONLINE Encourage students to go online to listen to
the podcast and add their comments to the discussion
board.
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Wide Angle Teacher’s Guide
Unit Overview
Introduction to the unit
The title of this unit – Character – summarizes the main
themes: the characters, or qualities and features, of
different kinds of people and places.
In Lesson 12.1, students discuss the way nature and
nurture affect character. They take a personality quiz and
read and discuss the accompanying article. In Lesson 12.2
students discuss different kinds of homes. They read a
complaint email and then write one of their own about a
living situation. In Lesson 12.3, students consider different
reasons that people move. They listen to and discuss a
radio call-in show about people’s experiences with moving.
In Lesson 12.4, teachers use the Real-World English
Strategies to help students understand polite ways to give
criticism. Lesson 12.5 summarizes what students have
learned about the theme of character. They discuss what
they like and don’t like about places in the community and
try to find common ground with their partners.
Lessons
12.1 What Makes You, You?
Reading Skill Recognizing and understanding addition and
contrast linking words
Grammar in Context Second conditional versus third
conditional
Pronunciation Skill Sentence stress in conditional
sentences
• Identify and define words related to personality
(Oxford 5000)
• Recognize addition and contrast linking words in an
article
• Use second and third conditional in a discussion
12.2 Settling In
Writing Skill Using addition and contrast linking words
Grammar in Context Mixed conditionals
• Identify and use addition and contrast linking words
• Use mixed conditionals
• Analyze a complaint email
• Write a complaint email
Unit 12 Character
12.3 Stay or Go?
Listening Skill Recognizing and understanding vague
language
Grammar in Context I wish...
Vocabulary Development Prefixes inter-, pre-, trans-, and en• Recognize and understand vague language in a radio
call-in show
• Make statements about the past and the present
with I wish…
• Identify and use prefixes with inter-, pre-, trans-, and en-
12.4 With All Due Respect...
Real-World English Giving criticism
• Analyze degrees of politeness when giving criticism
• Give polite criticism
• Role-play giving and receiving criticism
12.5 Finding Common Ground
Speaking Eliciting and making relevant comments on the
opinions of others
• Discuss your opinions
• Elicit and make comments on the opinions of others in
conversation
Resources
Class Audio CD 3, Tracks 20–24
Workbook Unit 12, pages 78–84
Oxford Readers Correlations
Sense and Sensibility (9780194657648)
Teacher's Resource Center
Assessments: Unit test, Progress test, End of Course test
Class video
English For Real video
Grammar focus
Grammar Worksheets
Oxford Reference Worksheets: upper/lower
Vocabulary cards
Newslea articles
Word list
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Unit Opener
Student Book page 135
The photo on page 135 shows boys on a playground or in a
park. It relates to the theme of character because of the way
the boys are using fashion to show their characters. They
each have their own unique style that says something about
who they are as people.
Photographer
Krisanne Johnson
Krisanne Johnson (b. 1976) grew up in Xenia, Ohio. She
graduated with a degree in journalism from the University
of Colorado and pursued postgraduate work in visual
communications at Ohio University. She is currently based
in Brooklyn, NY. Since 2006, Krisanne has been working
on long-term personal projects about young women and
HIV/AIDS in Swaziland and post-apartheid youth culture.
Krisanne’s work has been exhibited internationally and has
appeared in various magazines and newspapers, including
The New Yorker, TIME, The New York Times, Fader, The Wall
Street Journal, US News & World Report, L’Espresso, Vanity
Fair (Italy), D la Repubblica, Courrier International, CNN and
HUCK.
Unit Snapshot
1 Direct students’ attention to the first question. Ask
students if they think most of our differences are caused
by our genetics or by our environment and culture.
Explain that you will discuss this issue in Lesson 12.1.
2 For question 2, elicit the meaning of accommodation
(housing). Explain that you’ll be reading an email and
discussing housing in Lesson 12.2.
3 For question 3, elicit students’ guesses. Tell them that they
will learn the answer in Lesson 12.5.
Discussion Questions
1 Direct students’ attention to the questions below the
picture. Encourage students to offer their opinions and
stress that there are many ways to answer.
2 Optionally, before asking students to answer the
discussion questions, show the photographer video
where Krisanne Johnson answers some of the questions
from her perspective. Play it for students as many times
as needed to check comprehension and discuss any
vocabulary items.
Answers
were noticing them because of their fashion. And it was just
a really nice day of a lot of music and dancing.
I think most people use fashion to show their character
and especially teenagers. At this age I think a lot of people
want to show off their individuality and their spirit and what
made these guys so unique was that they were using a local
designer. So each of their t-shirts kind of show off the spirit
of I don’t know, even the character of the landscape, and of
the place, but it also showed their character.
Places also have character and … I guess the way to
describe that, is a place is known for maybe its landscape
or its climate. And just the other day I even was talking
with a friend about how we actually see different stars in
different countries that we’re in. If you’re in South Africa
you’re seeing one set of constellations and if you’re in North
America you’re seeing something else. So right there, that is
a different character of a landscape.
Unit Opener Exercise
Read the directions and the bulleted list. Tell students to
discuss their ideas in groups. Call on students to share the
group’s ideas with the class.
Real-World Goal
By the end of this unit, students will be able to watch a
documentary about a person they admire because they will
have learned vocabulary and language for talking about
personality and character.
Lesson 12.1 What Makes You,
You?
Student Book pages 136 – 138
Exercise 1 ACTIVATE
1 Direct students’ attention to the photos. Ask them to
discuss the questions with a partner.
2 Call on students to share their ideas with the class.
Exercise 2 IDENTIFY
1 Read number 1 and elicit the answer. Ask students to work
independently to complete the exercise.
2 Have the class call out the answers. Say and have students
repeat the words.
Answers
1 professional
2 Jealous
3 awkward
4 Humorous
5 emotional
6 Logical
Students’ answers will vary. Sample answers include:
1 Young people have more energy and are more open to
change.
2 Yes / No
3 People from my country are polite / hardworking / expressive.
Oxford 5000 words
r Video Script
jealous
professional
This photograph is of a group of young men hanging out in
a local park in Soweto, South Africa. I was hanging out with
these guys all day just to capture their daily life as teenagers.
And at the end of the day when we were in the park they
all were wearing t-shirts that were designed by a friend that
lives in their neighborhood. And what was kind of cool, is
that you could tell that the other teenagers next to them
150
emotional
awkward
logical
humorous
Exercise 3 APPLY
1 Direct students’ attention to the quiz. Ask them if they
have ever taken an online personality quiz.
2 Ask them to complete the quiz. Monitor their progress
and provide any necessary assistance or explanations.
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Exercise 4 INTEGRATE
1 Have students discuss their quiz responses with a partner.
Tell them to give examples.
2 Call on students to share what they had or didn’t have in
common with their partners.
Exercise 5 INTEGRATE
1 Put students in small groups and ask them to discuss the
questions. Tell the groups to choose a facilitator to make
sure that everyone contributes.
2 Call on a representative from each group to share
something interesting that came up during their
discussion.
Exercise 6 IDENTIFY
OXFORD REFERENCE
1 Read the directions. Tell students to read the article at the
bottom of the page and consider the question.
2 Call on students to share which ideas they had discussed
in Exercise 5 and which they hadn’t.
Circulate and provide assistance with punctuation as
needed.
3 Have the groups pass the papers again. Tell them to
write a different continuation for the main clause at the
top using a different linking word from the procedure.
Repeat the activity once more so that every main clause
has three possible continuations.
4 Have the last group display and read out the sentences
on their paper. Tell the class to decide which of the
endings is the most logical or likely.
Exercise 8 IDENTIFY
1 Read the directions. Ask students to find the example
(what’s more) in the article. Have them work
independently to complete the chart.
2 Call on students for the answers.
Answers
Possible answers:
Linking word
Original
information
Information
added or
contrasted
in spite of
we obviously
inherit genes
we aren’t exact
copies of older
family
on the other hand
the nature
many people
argument is simple believe the nurture
argument
furthermore
if programmed by if not free, can’t be
genes, are we free? blamed for actions
even though
lots of research
Exercise 7 INTEGRATE
1 Direct students to read the sentences and then reread the
article and label them true (T), false (F), or not given (NG).
2 Call on students for the answers. Ask them to identify
where they found the information in the article.
Answers
1 F
2 T
3 F
4 NG
5 F
Reading Skill
Recognizing and understanding addition and contrast
linking words
results are
inconclusive
GO ONLINE
1 Direct students to read the information in the Reading
Skill box.
2 Write a simple main clause on the board, such as, The
course requires a lot of reading. Elicit follow-up clauses
using the words in the box. For example:
what’s more/moreover/furthermore, there are several long
written assignments
even though it’s supposed to be an easy class
on the other hand, there aren’t many assignments
in spite of the short time available
3 You may want to briefly discuss the punctuation that is
used, if any, when joining these clauses. In the first and
third examples above, a period or semi-colon can be used.
In the second example, a comma is appropriate. In the
fourth example, no additional punctuation is needed.
Extra Practice
1 Put students in groups and give each group a large,
poster-sized sheet of paper and a marker. Tell them to
start at the top of the paper and write a single main
clause with no punctuation at the end. Explain that other
students will be continuing the idea with one of the
linking words in the box, so they should write with that
in mind.
2 Have the groups pass the papers to a different group.
Tell them to write a continuation to the sentence they
received using one of the linking words from the box.
t Exercise 9 WHAT’S YOUR ANGLE?
1 Read the directions. Elicit some examples that students
might want to give to show that they are a product of
nature (for example, similarities with family members) or
nurture (for example, behaviors / personality traits they
have learned).
2 Have students discuss the question in small groups. Call
on individuals to share something about themselves using
a linking word from the chart.
Grammar in Context
Second conditional versus third conditional
GO ONLINE
1 Read the information in the Grammar in Context box
and ask students to read along silently. After each set of
sample sentences, elicit additional examples from the
class as follows.
Second conditional:
a. If I had a million dollars...
b. If I were a doctor...
c. I would have come to school early today if...
Third conditional:
a. If I had been born in the 1800s...
b. I wouldn’t have taken this class if...
Other modals with conditionals:
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a. If you had a house on the beach, you could...
b. I might have stayed home today if...
Second conditional with unless:
I wouldn’t stay up late at night unless...
2 For additional information, see the Grammar focus on
page 170.
personality; 4: you grew up in your own home, and you
became you / you didn’t grow up in a different place and
you didn’t become someone different).
2 Have students discuss their sentences with a partner.
Call on students to share something that was similar or
different about themselves and their partner.
Extra Practice
Pronunciation Skill
1 Put students in groups of 4-6. Write a sentence starter on
the board, such as, If I had a million dollars... Demonstrate
the following activity with one group before they begin:
Student 1 completes the sentence: If I had a million
dollars, I would travel to Europe. The second student picks
up the would clause and makes a new conditional: If I
traveled to Europe, I would meet a lot of interesting people.
The third student does the same thing: If I met a lot of
interesting people, I would invite them to visit me. Tell them
to continue until you call time.
2 End the activity when all of the groups have gone
around at least once. Call on the last student from each
group to say the final sentence for the class.
3 Repeat the activity with a negative third conditional,
such as, If I hadn’t come to this school...
Read number 1 and call on a student for the answer. Have
students work independently to complete the exercise.
Answers
1 If you knew you were wrong about something, you would
happily admit it.
2 You wouldn’t go to a party unless there were a lot of your
friends or family there.
3 If we’d had different parents, we would have developed
different personalities.
4 If we had grown up in a different place (with different
influences), we wouldn’t have become who we are now.
5 If twins were brought up in different places (by different
parents and in different cultures) they would reveal the extent
to which nature overcomes nurture.
Exercise 11 INTEGRATE
1 Ask a student to explain which conditional they chose for
number 1 in Exercise 10 and why. (Second conditional,
imaginary situation in the present or future.) Ask them to
discuss the rest of the sentences with a partner.
2 Elicit any questions or disagreements that came up during
their discussion.
Answers
5 second
Exercise 12 APPLY
Read the directions. Give students time to complete the
sentences with their own information.
Exercise 13 INTERACT
1 Read the directions. Ask students to look at Exercise 11
and explain what actually did or didn’t happen in
numbers 3 and 4 (3: you had your own parents and you
developed the personality you have now / you didn’t
have different parents and you didn’t develop a different
152
GO ONLINE
1 Read the information in the Pronunciation Skill box and
ask students to read along silently.
2 Have students repeat each of the sample sentences.
3 Write this example on the board: If I lived at the beach,
I’d go swimming every day. Ask students how you would
pronounce it if you were emphasizing that the other
person lives at the beach but doesn’t go swimming
as much you would (stress on I / I’d). Ask how you’d
pronounce it if you were emphasizing that you don’t live
at the beach and can’t go swimming every day (stress
on beach / every day). Say and have students repeat the
sentence both ways.
Extra Practice
Exercise 10 IDENTIFY
Possible answers:
1 second
3 third
2 second
4 third
Sentence stress in conditional sentences
1 Write three sentences on the board:
If I were a doctor, I’d live in a big house.
If my friends were here, they’d help me move.
If the restaurant were open, we could go there for lunch.
2 Ask them to discuss with a partner how the sentences
might be stressed and how the stress would affect the
meaning. If they need help, offer clues about what they
might want to emphasize:
For number 1:
a. The person you are talking to is a doctor who lives in a
small house.
b. You are not a doctor.
For number 2:
a. The other person’s friends are here, but they’re not
helping.
b. Your friends aren’t here.
For number 3:
a. The restaurant is closed and that’s why you’re eating
at home.
b. The restaurant is closed at lunch time.
3 Call on students to share their ideas with the class.
e Exercise 14 INTEGRATE
1 Direct students to read the sentences and possible
meanings before they listen. Tell them to think about how
each one might be stressed.
2 Play the audio and ask students to match the sentences
with the meanings.
Answers
1 d
2 e
3 a
4 b
5 c
e CD 3, Track 20
1 If I had more money, I’d buy a new car.
2 If I had more money, I’d buy a new car.
3 If I had more money, I’d buy a new car.
4 Perhaps they could change if they worked really hard at it.
5 Perhaps they could change if they worked really hard at it.
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t Exercise 15 WHAT’S YOUR ANGLE
he is often late to work
1 Read the directions. Have students discuss the questions
with a partner.
2 Call on students to share something they learned about
their partner.
I offered to help him move I didn’t really want to
Lesson 12.2
Settling In
Student Book pages 139 – 141
Exercise 1 ACTIVATE
he’s very smart
he doesn’t get along
well with customers
he always gets to work
on time
the traffic
2 Tell the students to work together to combine the
sentences using the linking words from the box.
3 Call on representatives from each group to share their
sentences with the class.
1 Draw students’ attention to the title and elicit the meaning
of settling in (arranging your things in a new place so that
you are comfortable living there).
2 Read the directions and ask students to discuss the
questions with a partner. Call on students to share their
ideas with the class.
Exercise 4 APPLY
t Exercise 2 WHAT’S YOUR ANGLE?
Answers
Read the directions. Ask students to discuss the questions
with a partner.
Exercise 3 INTEGRATE
1 Ask students to read the email and discuss the questions
with a partner.
2 Call on students for the answers.
Answers
Possible answers:
1 university accommodations
2 the accommodations officer
3 some issues with the room they were given and the facilities
Writing Skill
Using addition and contrast linking words
GO ONLINE
1 Read the information in the Writing Skill box aloud
and ask students to read along silently. Stop and check
comprehension as follows:
2 Ask students when they might use moreover and
furthermore (in formal writing). Elicit some more informal
words that mean the same thing (what’s more, also, and).
3 Elicit sample sentences with the contrast words and point
out the differing grammar:
We ordered dessert even though we weren’t hungry. (Even
though introduces a subordinate clause.)
Maria always orders dessert. Ana, on the other hand, doesn’t
like sweets. (On the other hand is a transition word that
begins a sentence or comes between the subject and verb.)
They went to the beach in spite of / despite the rain. (In spite
of / despite are followed by a noun phrase.)
Extra Practice
1 Put students in small groups. Cut up the grid below and
give one set to each group:
the food was cold
the service was terrible
the room was dirty
the bed was
uncomfortable
his desk is very
disorganized
1 Read number 1 and elicit all of the possible answers from
the class.
2 Ask students to work independently to complete the rest
of the exercise.
1 furthermore / moreover / what’s more
2 Even though
3 Furthermore / Moreover / What’s more
4 on the other hand
5 furthermore / moreover / what’s more
Exercise 5 IDENTIFY
1 Read the directions and ask students to discuss the
questions with a partner.
2 Call on students for the answers.
Answers
Possible answers:
1 making a complaint to a hotel: formal
2 telling a friend that you are moving: informal
3 a dissatisfied guest asking for a refund from a hotel: formal
4 moving in to a shared apartment with a friend: informal
5 talking about a holiday on the phone: informal
Exercise 6 INTEGRATE
Read the directions. Ask students to work with a partner to
find the linking words and determine the meanings. Call on
students for the answers.
Answers
In spite of: contrast
However: contrast
Furthermore: addition
Even though: contrast
t Exercise 7 WHAT’S YOUR ANGLE?
1 Have students discuss the questions in small groups.
2 Call on students to share the most difficult situation they
heard about in their group and how it was handled.
Grammar in Context
Mixed conditionals
GO ONLINE
1 Direct students to read the information in the Grammar in
Context box silently as you read it aloud.
2 Pause after each set of sample sentences and elicit more
examples. For example:
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For an unreal situation in the past with a present result, ask
students to finish this sentence: If I hadn’t stayed up so late
last night…
For a possible past result of a present situation, ask
students to finish this sentence: If I were more athletic…
Elicit new completions to the sentences above using
could and might.
3 For additional information, see the Grammar focus on
page 170.
Extra Practice
1 Find pictures of people in difficult situations for students
to write about. For example, search for a person who
is very overworked, a person who is stuck in traffic, a
person who is trying to move something that is too
heavy, and a person who got a terrible haircut.
2 Put students in groups. Display the pictures or make
copies for the groups. Tell the students to work together
to write different kinds of mixed-conditional sentences
about the pictures: 1 unreal situation in the past with
a present result, 1 possible past result of a present
situation, 1 with might, and 1 with could.
3 Have the groups share their sentences with the class.
Exercise 8 APPLY
1 Read number 1 and have the class call out the answer. Have
students work independently to complete the exercise.
2 Call on students to read the completed sentences aloud.
Answers
1 had
2 would have
3 were
4 was
5 were
6 would
1 Read the first sentence and elicit the answers. Have
students work independently to complete the rest of the
sentences.
2 Call on students to read the completed sentences aloud.
Ask them why Huang didn’t know he hadn’t gotten his
first choice. (He didn’t receive detailed information.)
Answers
5 had read
6 have understood
7 hadn’t gotten
8 wouldn’t
Exercise 10 PREPARE
1 Conduct a class brainstorm of problems that students
have encountered in different living situations.
2 Tell the students to choose a situation to write about. Give
them time to follow the planning steps.
Exercise 11 WRITE
Read the directions. Review the information in the Writing
Skill box and ask students to write their emails.
Exercise 12 IMPROVE
Read the checklist aloud. Ask students to look through their
emails and make corrections as necessary before they check
off the items on the list.
154
Read the directions. Have students exchange emails. Tell
them to discuss any errors they find in their partner’s email
before making any corrections. Ask them to clarify any
uncertainties with you.
Exercise 14 INTEGRATE
1 Have students pass their email to a new partner. Give
them a minute to read and then ask them to pass again.
Repeat until students have read four or five emails.
2 Elicit their opinions about who had the worst issue and
which email was most effective.
Lesson 12.3 Stay or Go?
Student Book pages 142 – 143
Exercise 1 ACTIVATE
1 Read the directions. Ask students to discuss the photos
with a partner.
2 Call on students to share which home they prefer
and why.
t Exercise 2 WHAT’S YOUR ANGLE?
1 Have students discuss the questions in a small group.
2 Take a hand poll to find out which students have moved
the most and least often.
3 Elicit the most common challenges that people face when
they move.
Exercise 3 INTEGRATE
Exercise 9 INTEGRATE
Possible answers:
1 would
2 had
3 had received
4 wouldn’t
Exercise 13 SHARE
1 Read the instructions. Ask students what a radio call-in
show is. (The host discusses a topic and people call in to
share their opinions.)
2 Have them read the information and then work with a
partner to list reasons why someone might regret moving.
e Exercise 4 IDENTIFY
1 Play the audio.
2 Call on students to share which ideas they had and hadn’t
discussed before listening.
Answers
Possible answers:
Jeremy wishes he hadn’t moved to the suburbs—he wishes they
had moved somewhere more interesting and quieter.
Frida wishes she hadn’t listened to and believed a radio
advertisement, and she wishes she had bought a bigger house.
Marie wishes she had moved earlier.
Audio Script
e CD 3, Track 21
Anna
Hello, listeners, wherever you are—in the car, at home—
welcome... This is Anna and Erin’s program, Wednesday
about Town. Well, today we are talking about moving to
a new home—and remember, for most people a home
is more than just a house or an apartment. It’s almost a
part of their character…it shows their personality. And
of course, for those of you who own rather than rent, it’s
also the biggest investment you will ever make. Whether
it’s a transatlantic move or you’re just moving around the
corner, the choice could affect the rest of your lives and
your families’ lives, too. Isn’t that right, Erin?
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Erin
Anna
Jeremy
Anna
Jeremy
Erin
Jeremy
Erin
Frida
Anna
Frida
Erin
Frida
Anna
Marie
Anna
Marie
Erin
Marie
That’s so true. But although we may spend a lot of time
thinking about the move before we actually do it, we
don’t always get it right. A shocking 41 percent of people
who move wish they’d moved into a place that is either
bigger or smaller.
So, we’re asking you today…do you regret your last move?
And if so, why? This morning we have three callers on the
line, talking about what they wish they had—or hadn’t—
done. OK, we have our first caller. Jeremy, hi there…
Hi Anna, hi Erin…
So, Jeremy, you moved a year ago. Did you make a good
choice?
It wasn’t my choice; it was my wife Jill’s idea. Her mother’s
been sick so as a precaution we decided to move nearer
to her. You know, we wanted to make sure that we could
visit every day if necessary. So, we moved out of town to
an apartment in the suburbs. It’s kind of, I don’t know…
kind of boring, I guess. There, I’ve said it! Sorry, Jill, if you’re
listening! The fact is I really miss where we used to live.
Where was that?
Right in the center of town, near the river. It was beautiful
and so convenient and peaceful at the same time. There
was a cool, sort of relaxed, airy feeling about the place. It
was just an apartment but really light with big windows.
The new place—well, I wish we’d chosen somewhere
a little more interesting. There’s nowhere to walk, no
cafes or anything…it’s right at an intersection of two big
roads, so it’s noisy…but at least we see Jill’s mother, so no
regrets!
Well, at least that’s nice. Thanks, Jeremy. We now have
Frida on line two…what was it you wish you’d done?
Hi Erin…no, it’s not what I wish I’d done, it’s what I wish
I hadn’t done! I should never have believed the radio
advertisement…
Radio ad? What for?
Hey, I was just minding my own business, driving my girls
to school, you know…listening to the radio, and there’s
this guy going on about a traditional-feeling house with
all the modern fixtures and fittings—walk-in closets, big
hot tub, stuff like that—a cool combination, I thought.
So—and if only I hadn’t—next thing I’m dropping the
girls off at school, calling to ask about the price, and then
heading out to see the place. Of course, it wasn’t finished,
but—I believed the brochures, the guy was pretty
convincing…so, long story short, I ended up putting
down the deposit, and before we knew it, we’d moved in.
What a mistake! It’s way too small! The girls have to share
a room, which they hate! I wish I listened to some other
radio station! No offense!…Still, well, it’s too late now, I
guess…
I’m sorry to hear that…
Hey, it’s OK. We’ll get over it. I have to admit, although
in some ways it’s not great, in another way it has
transformed our lives…It’s kind of...it kind of enabled us
to see much more of each other. We are much closer…
physically, mentally, the way we hang out, etcetera
etcetera…
Well, that’s good to hear, thanks for calling. Now, who is
our next caller…oh, it’s Marie. Hi Marie!
Hello.
So, tell us your story.
I’m sorry, but I’m afraid I’m not like the other callers...I
moved about six months ago, and my only regret is that I
realize now that I should’ve moved years ago.
Why’s that, Marie?
It’s just lovely where I live now. It’s a small townhouse,
and I realize now that our old place was kind of…too big
for us—it’s just me and my husband, we don’t have any
kids…. Anyway, it feels like, you know, really modern, even
though it actually predates our old place. It’s the design.
Everything is clean, there’s no extra stuff, everything is
sort of whitish, it’s bright, and it’s very relaxing. I just feel
so at home here. I feel like my life has been transformed
for the better. It’s funny how a home—four walls—can
actually enrich your life…I thought homes were kind of
interchangeable, but I was so wrong.
Listening Skill
Recognizing and understanding vague language
GO ONLINE
1 Read the information in the Listening Skill box aloud and
ask students to read along silently.
2 Call on students to give example sentences with the
expressions listed in the box. (For example, The last test
was kind of difficult.)
3 Point out that -y and -ish are generally added to short
adjectives like colors. Note that -ish is also added to times
(five-ish).
4 Elicit example sentences from the students using and so
on and that kind of thing.
Extra Practice
1 Put the students in small groups. Cut the following grid
into word cards and give each group a set, stacked
upside down.
interesting
difficult
purple
old
young
amazing
tired
easy
boring
intelligent
tall
scary
2Tell the first student to draw a card and make a statement
using the adjective and one of the vague words from the
Listening Skill box. (For example, The book I’m reading
is kind of interesting.) Direct them to put the card at the
bottom of the stack. The next student draws a new card
and makes a statement using a different word from the
box. Tell them to continue until all the adjectives and all
the expressions from the box have been used.
e Exercise 5 IDENTIFY
1 Direct students to read the sentences in preparation for
listening.
2 Play the audio and ask students to complete the sentences.
3 Call on students for the answers.
Answers
1 You know
2 sort of
3 or anything
4 pretty
5 kind of / kind of
e CD 3, Track 22
e Exercise 6 APPLY
1 Read the directions aloud. Play number 1 and have
students read the example answer. Point out that they
don’t need to write the vague language.
2 Play the audio and ask students to write the main ideas.
3 Call on students for the answers.
Answers
Students’ answers will vary. Sample answers include:
1 It’s boring.
2 They were closer.
3 The old house was too big.
4 It feels modern.
5 It’s clean and bright.
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Audio Script
e CD 3, Track 23
1 It’s kind of, I don’t know…kind of boring, I guess.
2 We are much closer…physically, mentally, the way we hang out,
etcetera, etcetera…
3 I realize now that our old place was kind of…too big for us…
4 Anyway, it feels like, you know, really modern…
5 Everything is clean, there’s no extra stuff, everything is sort of
whitish…
e Exercise 7 INTEGRATE
1 Direct students to read the questions in preparation for
listening. Play the audio again.
2 Ask students to discuss the questions with a partner. Call
on students for the answers.
Answers
Students’ answers will vary. Sample answers include:
1 Because a home is a part of themselves, a big investment and
can change your life.
2 It made it more boring and noisy, but it brought him closer to
his wife’s mother.
3 First place—beautiful, convenient, peaceful, cool, relaxed, airy
feeling, light, big windows; second place—boring, nowhere
to go, noisy
4 mixture of traditional and modern
5 The family doesn’t have as much space so they see more of
each other.
6 It is much smaller and more modern.
e CD 3, Track 21
Grammar in Context
I wish…
GO ONLINE
1 Read the information in the Grammar in Context box
and ask students to read along silently. After each set of
sample sentences, stop and check comprehension as
outlined below:
a Call on students to complete a wish about the present:
I wish I had a...
b Call on students to complete a regret about the past:
I wish I hadn’t….
c Call on students to complete a regret with if only: If
only I hadn’t... Point out that if only can be followed by
a conditional clause: If only I had saved more money, I
would have been able to buy a new car.
2 For additional information, see the Grammar focus on
page 170.
Extra Practice
1 Write a set of wish beginnings on the board:
I wish I had…
I wish I were…
I wish I knew…
I wish I could…
2 Put students in small groups. Have every student in the
group take turns completing the first sentence. When it’s
the first person’s turn again, they move on to completing
the second sentence. Tell them to go as quickly as they can.
3 Write a new series on the board for past wishes and repeat
the activity:
I wish I had gone…
I wish I had learned…
I wish I hadn’t taken…
I wish I hadn’t been…
156
Exercise 8 IDENTIFY
1 Ask students to read number 1. Elicit the correction.
Have them work independently to correct the rest of the
sentences.
2 Call on students to read the corrected sentences aloud.
Answers
1, 2, 3, and 5 have errors:
1 If only we hadn’t moved when I was younger.
2 I wish I had (or had had) a bigger home.
3 I like my home, but I wish it was in a different place.
5 If only we had (or had had) more time to consider whether to
buy or rent.
Exercise 9 INTEGRATE
1 Read number 1 aloud and elicit the answer from the class.
Have students work independently to write the rest of the
sentences.
2 Call on students to read the completed sentences aloud.
Answers
Possible answers:
1 If only we had had a bedroom each when I was growing up. /
If only we had each had a bedroom when I was growing up.
2 I wish I had had a garden when I was a child.
3 I wish I had rented a more modern apartment.
4 I wish the neighbors didn’t make so much noise.
5 If only we could afford a dream home.
t Exercise 10 WHAT’S YOUR ANGLE?
1 Read the directions and have students discuss the
sentences with a partner.
2 Call on students to share which sentences they can and
can’t relate to.
Vocabulary Development
Prefixes inter-, pre-, trans-, and enGO ONLINE
1 Direct students to read the information in the Vocabulary
Development box.
2 Elicit any other words students can think of that begin
with the prefixes in the box.
Extra Practice
1 Assign each student a number 1, 2, 3, or 4. Tell them to
look up and be prepared to teach the meaning of a new
word beginning with one of the prefixes. Assign the
prefixes by number: 1) inter-, 2) pre-, 3) trans-, and 4) en-.
2 When they are ready, form groups of students 1, 2, 3, and
4 and have them teach each other their words.
e Exercise 11 IDENTIFY
1 Play the audio. Ask students to complete the words with the
prefix they hear.
2 Direct students to add the words to the chart above.
3 Say the words in the chart and ask students to repeat them.
Answers
1 precaution
2 ensure
3 intersection
4 transatlantic
5 predates
6 transformed
7 enrich
8 interchangeable
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e CD 3, Track 24
Exercise 12 APPLY
1 Have the class brainstorm several answers to number 1.
2 Ask students to work independently to complete the
sentences.
t Exercise 13 WHAT’S YOUR ANGLE?
1 Have students compare their sentences in a group.
2 Call on a representative from each group to share some
sentences that were similar or very different.
Lesson 12.4 With All Due
Respect…
Student Book pages 144 – 145
Exercise 1 ACTIVATE
1 Read the questions aloud. Tell students to make sure they
include who, when, where, why, and how as they discuss
their answers with a partner.
2 Call on volunteers to share their answers with the class.
Exercise 2 ASSESS
1 Direct students’ attention to the video stills. Ask them to
discuss the questions with a partner.
2 Call on students to share their ideas with the class.
Answers
Students’ answers will vary. Sample answers include:
1 They might be talking about Kevin.
2 Andy and Max feel uneasy.
3 Max is showing Kevin something.
r Exercise 3 IDENTIFY
Give students a moment to preview the questions. Play the
first scene of the video. Then discuss the questions as a class.
Answers
1 Kevin didn’t get the apartment in Max and Andy’s building.
2 Andy feels relieved.
3 Max agrees with Andy.
4 Sam’s music is too loud and he lives above Max and Andy.
Video Script
r English For Real Video Unit 12
Scene 1
MaxOh, we just got a text from Kevin. He didn’t get the
apartment.
Andy
Oh, that’s too bad. NOT!
Max
Andy!
AndyNo… Sorry. I guess I wouldn’t have minded…If only he
were a bit less dependent on me.
Max
Yeah, I know what you mean. UGH! Not again!
Andy
No way! Please! Turn it down!
Andy
(bangs on the ceiling with a broom.)
Max
I’ll go talk to Sam. (laughs) I’m very polite.
Andy
Give it a go, mate!
Scene 2
Max
Wow… Brian is having a going-away party!
KevinWow, Brian is moving out? It would be so cool if I lived next
door! I’d be quiet as a mouse.
Andy
Uh, Kevin? Sorry, buddy, but you’re NOT a quiet person.
Max
Yeah mate, you’re erm, kind of loud.
Kevin What? Me? How so?
Max
Well … Your feet STOMP on the floor, like that.
Andy
Right. And your voice can be really loud sometimes.
KevinI wish you’d told me that before! Wow… gee, guys. This is so
embarrassing.
Andy
Sorry Kev. We’re sorry.
Max
Uh-oh… here we go!
Andy
The dreaded email …
MaxI really hope I get it. Oh NOOOOOO!!! DAVE won the
competition? Unbelievable! Second place. I only lost by a
few votes.
Andy
A few votes? Sorry, Max.
Kevin Uh, yeah, I kind of know what it feels like to be … second.
r Exercise 4 IDENTIFY
Give students a moment to preview the questions. Play the
second scene of the video. Then discuss the questions as a
class.
Answers
1 They think Kevin is too loud.
2 Kevin pounds his feet when he walks and sometimes his
voice can be really loud.
r English For Real Video Unit 12
Real-World English
Giving criticism
1 Read the information in the Real-World English box aloud,
modeling the intonation of the sample criticisms.
2 Have students repeat the introductory phrases, with all
due respect, let me put it this way, don’t get me wrong, and to
be fair. Explain that with all due respect is normally used in a
more formal situation.
Extra Practice
1 Divide the class into two sections, A and B. Explain that
the A students are always borrowing money and not
paying it back and the B students are always interrupting
you when you speak. Tell them to prepare to offer each
other polite criticism by saying something nice first and
using the expressions in the Real-World English box. Tell
them to also prepare to respond politely to criticism.
2 Tell the A students to meet with a B student and practice
giving and receiving criticism. When they finish, tell
them to find a new partner and repeat.
Real-World English Strategies
Expressing criticism is tricky because we may
unintentionally offend or upset the person being
criticized. Some people (and cultures) tend to be more
direct, whereas other people (and cultures) use more
softeners when criticizing. How we express criticism also
depends on who we speak to – how well we know the
other person, and what kind of relationship we have with
them (e.g., a partner versus a supervisor at work).
1 First, talk about different ways to express criticism. Do
your students think it’s always important to follow the
steps outlined in the box on page 144? What would
they say if they wanted to be more direct, or if they
wanted to soften the criticism? And with whom would
they use these different ways of criticizing? (e.g., family
members, fellow students, their boss, etc.)
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2 In Exercise 6, the students are asked to rewrite the
dialogue between the three friends to make the
criticism expressed by Max and Andy softer. In addition
to this, ask them to write another version of the
dialogue in which Max and Andy are very direct.
3 Next ask them to imagine that it’s their boss at work,
whose office is right next to their desk, who is very loud.
For instance, when he talks on the phone, he speaks so
loudly that they cannot focus on their work at all. What
would they do about it? Would they approach their
boss to solve the problem? Or would they try another
solution (e.g., using earplugs)? Why?
r Exercise 5 INTEGRATE
Read the directions. Play the video and elicit students’
evaluations of how polite and considerate Max and Andy are.
Answers
Students’ answers will vary. Sample answers include:
Max wasn’t thinking about Kevin initially, but Andy was
considerate because he didn’t want Kevin to know about Brian
going away party. Andy said sorry, and Max hesitated with “erm”
to explain that Kevin is loud.
r English For Real Video Unit 12
Exercise 6 APPLY
1 Read number 1 aloud. Elicit a way to revise it using the
language in the Real-World English box.
2 Have students work independently to revise the rest of
the criticisms.
Answers
Students’ answers will vary. Sample answers include:
1 Don’t get me wrong, Kevin, you are a great friend, but you’re
kind of noisy.
2 To be fair, even though you’re noisy, we still love you!
3 Let me put it to you this way, your steps are really loud.
4 It’s always fun talking to you, it’s just often very loud.
Exercise 7 INTEGRATE
Read the directions. Have students practice giving the
revised criticism they wrote in Exercise 6.
Exercise 8 PREPARE
1 Direct students to choose one of the situations to criticize.
Take a hand vote to make sure students have chosen a
variety of situations.
2 Tell students to prepare their criticism.
Exercise 9 ANALYZE
Read the directions. Elicit some good ways to respond to
criticism. (For example, by saying you understand how the
other person feels, by apologizing, by promising to change
behavior.) Tell students to think of how they would respond
to criticism in each of the situations in Exercise 8.
Exercise 10 INTERACT
1 Have students hold up 1, 2, 3, to 4 fingers to indicate
which of the situations they chose. Tell them to find a
partner who chose a different situation.
2 Read the directions. Tell students to conduct a role play for
each of their chosen situations.
158
Exercise 11 ANALYZE
1 Have the pairs meet with another pair. Read the directions.
Tell them to discuss how their role play went.
Lesson 12.5 Finding Common
Ground
Student Book page 146
Exercise 1 ACTIVATE
1 Direct students’ attention to the title. Elicit the meaning of
find common ground (find what you have in common).
2 Read the directions aloud. Have students look at the
pictures and discuss the questions with a partner. Call on
students to share their ideas with the class.
t Exercise 2 WHAT’S YOUR ANGLE?
1 Have students discuss the questions in small groups.
2 Call on students to share some of the ideas that were
discussed in their groups.
r Exercise 3 IDENTIFY
1 Ask students to preview the questions before you play the
video.
2 Call on students for the answers. Elicit several answers to
number 4.
Answers
Possible answers:
1 big, light and neat
2 They are both neat.
3 She is looking for a room in an apartment to rent.
4 Answers will vary.
Video Script
r Finding a place to live
Maria Hi… Kate, right? I’m Maria.
Kate
Nice to meet you in person.
Maria Come on in… take a look around.
Kate
Wow, this place is really nice! Big, and light… and so neat!
Maria Yeah, I’m kind of a neatnik.
Kate
Oh, I know what you mean. I’m totally the same way.
Maria Really?
KateYeah, I just can’t stand it when people leave their stuff all
over the place, or, you know, leave dirty dishes in the sink.
MariaThat’s great to hear! So, have a seat. Can I get you anything
to drink?
KateOh, no thanks. I stopped for coffee on the way here. So,
how long have you been looking for a new roommate?
MariaOh, for a couple of weeks or so. I’ve talked to about five
people, but no one has seemed quite right.
r Finding a place to live 1
r Exercise 4 INTEGRATE
Play the video. Discuss how accurate their predictions were.
r Finding a place to live 2
MariaSo, in your profile you said you’re new to the city, right?
KateYeah, I lost my job a few months ago. I couldn’t find another
job near where I lived, so I decided to take a job in a
different city. At first I was pretty upset about losing my job,
but then I got a lucky break. Losing my job was one of the
biggest challenges I’ve ever faced, but it turned out to be
the best thing that ever happened to me.
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MariaWell that’s great! I’m still looking for a job. I’m not really sure
what I want to do…
Kate
I’m sure you’ll figure it out.
MariaYeah. I hope so. So, did you live with roommates before, or
your parents, or…
KateYeah, I lived with a couple of roommates. I got along great
with one of them. But the other… well… she was basically
a nice person, but we were just really different.
Maria Oh? In what way?
KateWell, like I said, I’m really neat, and she was pretty messy.
And she was noisy… you know, she was always watching
TV and talking on the phone and having her friends over.
She just really got on my nerves.
MariaOh no! I can’t stand messy people. Did you hear about the
woman who sued her roommate?
Kate
No. What happened?
MariaApparently, the woman had asked her roommate to clean
up. She never did. The house got so messy that the woman
sued her roommate.
What a nightmare!
Kate
MariaYeah, I hear you. I’m lucky… my old roommate was
wonderful. The only thing that bugged me about her was
that she was always late.
KateOh, I hate it when people are late! I always try to be on time.
A lot of times I arrive at places early, actually.
MariaSo, it sounds like we’re the perfect match! When can you
move in?
Speaking
r Finding a place to live 1 and 2
r Exercise 6 INTEGRATE
Elicit answers to the question from the class. Replay the
video if necessary.
Answers
Both
They hate it when people leave their stuff lying around.
Maria
Kate’s place is nice; she can’t stand messy people; her old
roommate was wonderful.
Kate
Losing her job was the best thing that ever happened to her; she
hates it when people are late.
r Finding a place to live 1 and 2
Video Script
r Finding a place to live
Exercise 7 PREPARE
Have the class brainstorm local places that most people
are familiar with. Have students work with their partners to
choose one of the places. Explain that they should both have
been to and have opinions about the place.
Eliciting and making relevant comments on the opinions
of others
1 Read the information in the Speaking box and ask
students to read along silently.
2 Have students repeat the sample phrases for eliciting
opinions. Ask them to complete some of the phrases with
their own ideas.
3 Have students repeat the phrases for acknowledging
others’ opinions. Model the intonation.
Exercise 8 INTEGRATE
Extra Practice
Exercise 10 IMPROVE
1 Write several topics on the board that will be easy for
students to express opinions about, for example, the
campus, the school cafeteria, a popular band or movie, a
popular social media site.
2 Have students stand and find a partner to discuss one
of the topics on the board with. Tell them to start with
one of the openers from the Speaking box (for example,
What do you think about…?) and respond with the
phrases at the end of the box (for example, Me too). Tell
them to move on to a new partner after each exchange,
until they have discussed each of the topics on the board
with a different person.
Read the directions. Ask students to work independently
to note their answers to the questions and prepare for
discussion.
Exercise 9 APPLY
Read the directions. Remind students of the expressions in
the Speaking box. Have them discuss the place with their
partners.
1 Have students work with a new partner. Tell them to
discuss the places each of them originally chose.
2 Call on students to share what they had or didn’t have in
common.
t Exercise 11 WHAT’S YOUR ANGLE?
Have students discuss the questions in small groups. Call on
students to share their ideas with the class.
r Finding a place to live 1 and 2
r Exercise 5 IDENTIFY
1 Replay the video. Have students note the opinions that
Kate and Maria share.
2 Ask students to compare their notes with a partner and
add any information they missed.
Answers
totally the same way
can’t stand it when / great to hear
just really different / what way
nightmare / I hear you
thing that bugged me / I hate it when
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Discussion Point
Unit 12 Review
Exercise 7
Student Book page 158
Vocabulary
Exercise 1
Answers
1 emotional
2 jealous
3 logical
4 conventional
5 awkward
Exercise 2
Answers
1 transport
2 international
3 precaution
4 enrich
OXFORD REFERENCE
Read the quote aloud. Ask students who Abraham Lincoln
was (the 16th president of the United States, from 1861 to
1865). Ask them what reputation means (what people think
of you). Ask them what they think the quote means and if
they agree with it.
5 ensure
Answers
Students’ answers will vary. Sample answers include:
Lincoln meant that what people think of us is not really
important; what matters is who we really are and what we do.
GO ONLINE Encourage students to go online to listen to
the podcast and add their comments to the discussion
board.
Zoom In
Exercise 3
Exercise 8
Answers
1 Explain that an “individual character” means the person is
very different from other people. Give students a minute
to think and make notes about the person they want to
talk about. Put students in small groups to describe the
person. Call on a representative from each group to tell
about someone interesting the group talked about.
2 Have students work independently to write their ads.
Collect and correct their work or put students in small
groups to provide each other feedback. Direct the group
members to tell each writer which part of each ad they
found the most appealing.
3 Have students do an image search for a room. Explain that
it can be any kind of room (for example, kitchen, dining
room, hotel room). Tell them to print out the picture or
save it on their phone. Have them sit in small groups,
show the image, and talk about the room.
Students’ answers will vary.
GO ONLINE Encourage students to go online to play the
vocabulary game.
Grammar
Exercise 4
Answers
1 If I didn’t hadn’t applied for the apartment, I wouldn’t be
living in this city anymore.
2 We could have been early if the trains are were reliable.
3 He’d have more opportunities to play soccer if he chose had
chosen to study part-time.
4 If I had more time, I would have visited for a week.
5 Would you have bought the apartment if it was a bit closer to
the city center?
6 If you’d be been watching, you might know how to do it.
Exercise 5
Answers
Possible answers:
1 I would learn to play a musical instrument if I had more time.
2 If you had met my twin sister, you might have thought she
was me.
3 If I had good references, I would apply for the apartment.
4 They would have stayed longer if they had the opportunity.
5 I would have given you a ride into town if had seen you.
Exercise 9
Tell students to think about how they did on each of the
tasks in Exercise 8 and to complete the sentences. Circulate
and make a note of which skills students feel they need to
improve. Remind students that they can review the online
activities for any skills they need more practice with.
Exercise 6
Answers
Students’ answers will vary.
GO ONLINE Encourage students to go online for further
grammar reference and information and to play the
grammar game.
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Wide Angle Teacher’s Guide
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